Towards a Better Future

Chapter Nine: Initial Teacher Education and Induction
for student teachers to experience the general life of the school. A much greater role is envisaged
for the teaching professional in student teacher formation:
Such models would see greater levels of responsibility devolved to the profession
for the provision of structured support for its new members and a gradual increase
in classroom responsibility for student teachers. Structured support would include
mentoring, supervision and critical analysis of the experience as well as observation,
and conversations with, experienced teachers.
(Teaching Council, 2011b, p. 16)
School placements are to take place in a variety of settings and incorporate a variety of teaching situations
and school contexts. While the new model of initial teacher education poses a challenge for principals
and classroom teachers to take a more proactive role in the formation of new recruits to the profession,
this is also a great opportunity for the profession’s self-development. Practitioners in other established
professions such as medicine and law engage in the formation of their future members.
Traditionally, in Ireland, the teaching career has enjoyed high social status and public trust. It has
attracted a student clientele of very high academic achievement and personal commitment. The
entrance to the traditional college courses has been very competitive. The Report of the International
Review Panel on the Structure of Initial Teacher Education Provision in Ireland (DES, 2012b) stated,
‘the academic standard of applicants (for teacher education) is among the highest,
if not the highest, in the world,’ and considered that it was incumbent that this ‘rich
resource should be highly valued … challenged and developed to its full potential’
(International Review Panel, 2012, p. 12)
In recent years, a new private provider, Hibernia, has supplemented the traditional providers of
teacher education courses. Initially, this agency engaged in teacher education for primary teachers
but now also provides it for post-primary teaching. It employs a good deal of its provision online.
Its courses are subject to accreditation by the Teaching Council, which requires staff to hold
qualification grades higher than course participants. As a private institution, it is not restricted in
student intake numbers by the state, as are the traditional institutions. It has also become a pattern
that unsuccessful applicants for ITE courses in Ireland tend to go to other jurisdictions, particularly
England, for their teacher education. There is some concern that the philosophy and qualitative
approach to teacher education abroad may not be in harmony with that being pursued in Ireland.
Concern is also being expressed that issues of over-supply of teachers may be diminishing
appointment opportunities for graduates from the Irish institutions and may contribute to a dilution
of teacher quality. In an over-supply situation, high quality candidates may be deflected from pursuing
teaching as a career in favour of one with better career prospects.
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