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

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dc.check.embargoformatNot applicableen
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dc.contributor.advisorKennedy, Declanen
dc.contributor.advisorHall, Kathyen
dc.contributor.authorMulcahy-O'Mahony, Nunci
dc.contributor.funderIrish Research Council for Science Engineering and Technologyen
dc.date.accessioned2014-05-07T15:48:51Z
dc.date.available2014-05-07T15:48:51Z
dc.date.issued2013
dc.date.submitted2013
dc.description.abstractA 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 dataen
dc.description.statusNot peer revieweden
dc.description.versionAccepted Version
dc.format.mimetypeapplication/pdfen
dc.identifier.citationMulcahy-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.urihttps://hdl.handle.net/10468/1549
dc.language.isoenen
dc.publisherUniversity College Corken
dc.rights© 2013, Nunci Mulcahy-O' Mahonyen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en
dc.subjectPrimary science CPDen
dc.subjectIrish primary teachers' science education needsen
dc.subjectWhole School, In School (WSIS) model of primary science CPDen
dc.subjectIrish primary teachers' perceptions of CPDen
dc.subjectTheoretical framework for the development of a model of Continuing Professional Developmenten
dc.subjectTemplate for the development of a culture of collaborative CPDen
dc.subjectIrish primary teachers' science education profileen
dc.thesis.opt-outfalse
dc.titleThe development of a model of continuing professional development for teachers of primary scienceen
dc.typeDoctoral thesisen
dc.type.qualificationlevelDoctoralen
dc.type.qualificationnamePhD (Arts)en
ucc.workflow.supervisord.kennedy@ucc.ie
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