The development of a model of continuing professional development for teachers of primary science

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dc.contributor.advisor Kennedy, Declan en
dc.contributor.advisor Hall, Kathy en
dc.contributor.author Mulcahy-O'Mahony, Nunci
dc.date.accessioned 2014-05-07T15:48:51Z
dc.date.available 2014-05-07T15:48:51Z
dc.date.issued 2013
dc.date.submitted 2013
dc.identifier.citation Mulcahy-O'Mahony, N. 2013. The development of a model of continuing professional development for teachers of primary science. PhD Thesis, University College Cork. en
dc.identifier.uri http://hdl.handle.net/10468/1549
dc.description.abstract A new science curriculum was introduced to primary schools in the Republic of Ireland in 2003. This curriculum, broader in scope than its 1971 predecessor (Curaclam na Bunscoile, 1971), requires teachers at all levels of primary school to teach science. A review carried out in 2008 of children’s experiences of this curriculum found that its implementation throughout the country was uneven. This finding, together with the increasing numbers of teachers who were requesting support to implement this curriculum, suggested the need for a review of Irish primary teachers’ needs in the area of science. The research study described in this thesis was undertaken to establish the extent of Irish primary teachers’ needs in the area of science by conducting a national survey. The data from this survey, together with data from international studies, were used to develop a theoretical framework for a model of Continuing Professional Development (CPD). This theoretical framework was used to design the Whole- School, In-School (WSIS) CPD model which was trialled in two case-study schools. The participants in these ‘action-research’ case-studies acted as co-researchers, who contributed to the development and evolution of the CPD model in each school. Analysis of the data gathered as part of the evaluation of the Whole-School, In- School (WSIS) model of CPD found an improved experience of science for children and improved confidence for teachers teaching at all levels of the primary school. In addition, a template for the establishment of a culture of collaborative CPD in schools has been developed from an analysis of the data en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2013, Nunci Mulcahy-O' Mahony en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Primary science CPD en
dc.subject Irish primary teachers' science education needs en
dc.subject Whole School, In School (WSIS) model of primary science CPD en
dc.subject Irish primary teachers' perceptions of CPD en
dc.subject Theoretical framework for the development of a model of Continuing Professional Development en
dc.subject Template for the development of a culture of collaborative CPD en
dc.subject Irish primary teachers' science education profile en
dc.title The development of a model of continuing professional development for teachers of primary science en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral en
dc.type.qualificationname PhD (Arts) en
dc.internal.availability Full text available en
dc.check.info No embargo required en
dc.description.version Accepted Version
dc.contributor.funder Irish Research Council for Science Engineering and Technology en
dc.description.status Not peer reviewed en
dc.internal.school Education en
dc.check.type No Embargo Required
dc.check.reason No embargo required en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false
dc.check.embargoformat Not applicable en
ucc.workflow.supervisor d.kennedy@ucc.ie
dc.internal.conferring Summer Conferring 2014


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© 2013, Nunci Mulcahy-O' Mahony Except where otherwise noted, this item's license is described as © 2013, Nunci Mulcahy-O' Mahony
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