Approaches to adopt the principles of Cosán, the Irish national framework for teachers’ professional learning, into the professional practices of primary teachers while cultivating teacher agency through the process

Foley Murphy, Kathleen

Approaches to adopt the principles of Cosán, the Irish national framework for teachers’ professional learning, into the professional practices of primary teachers while cultivating teacher agency through the process

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Date

2024

Authors

Foley Murphy, Kathleen

Publisher

University College Cork

Abstract

This study aimed to discover what approaches would best incorporate the principles of the Cosán framework (the Irish national framework for teachers’ professional learning [TPL], Teaching Council, 2016) into the professional practices of primary teachers in Ireland. These need to be practical for Cosán to be utilised by teachers when they are reflecting on and seeking to enhance their professional abilities so any TPL undertaken leads to changes to in practice or transformation of practice. Throughout the study, there was a focus on whether the development of reflective, collaborative cultures within primary schools has the potential to positively influence professional development amongst teachers, while also examining what factors may inhibit or facilitate teachers’ ability to engage with impactful TPL. This study also assessed the potential of Cosán to cultivate teacher agency, as primary school teachers incorporate the principles of this framework into their practices, so engagement in their career and growth as professionals are enriched through critically reflective, autonomous practices. This study addresses a gap in the research as, since its publication in 2016, there is no published literature on Cosán’s impact on the professional practices of teachers, despite it being decisively important to the development of teachers. As a result, this research study will contribute significantly to public policy on the continuum of teacher education in Ireland as its findings will have universal implications and opportunities for teachers in how they may engage with TPL. This research drew upon current literature on TPL and sought paradigms of best practice in TPL that may be applicable to this research. A qualitative, multiple case study, based on the experiences of fourteen primary school teachers in the Republic of Ireland, was the methodology employed. The participating teachers’ views were collected through semi-structured interviews and focus groups, as they utilised Cosán as a lens to assess their professional practices and assist them in furthering themselves professionally. The data was thematically analysed as I identified patterns that were specific to this research and constructed themes from which the findings were generated. A tripartite theoretical framework, comprising sociocultural and constructivist perspectives on learning, along with complexity theory, further informed this study, as I examined and constructed knowledge emanating from the dynamic, lived experiences of the participants and their engagement with professional learning. The findings and conclusions of this research were addressed thematically according to the four main research questions. The findings recognised that school-based professional learning, whether formal or informal is a significant approach to TPL. Correspondingly, both networked learning communities and online professional learning were identified as effective approaches to TPL, external to the school, which lead to transformative practices. This study also ascertained a need for the system of TPL for individual teachers to be overhauled. Significant factors that enable professional learning for primary teachers’ were identified through this research and include, leadership, school culture, collaborative practices, reflective practices, resources teacher autonomy, relevance and the multi-faceted factor of the holistic view of a teacher. This research further built on international research which recognises the importance of both collaborative practices and reflective practices in TPL, however, it indicated a need for more supports to be put in place to encourage both individual teachers and schools to utilise these approaches to benefit the most from them and ultimately promote a school culture which fosters collaborative reflection. Finally, this research established that Cosán has the potential to cultivate teacher agency, nevertheless, teachers need further support to become authentic reflective practitioners who are aware of their evolving professional identity. Furthermore, this study identified that many of the ecological factors necessary to engender teacher agency are also necessary to facilitate TPL.

Keywords

Teachers’ professional learning , Cosán , TPL approaches , Leadership , Collaborative practices , Teacher agency , Teacher identity , Informal workplace learning , Factors enabling or inhibiting TPL , Reflective practices , Policy

Citation

Foley Murphy, K. 2024. Approaches to adopt the principles of Cosán, the Irish national framework for teachers’ professional learning, into the professional practices of primary teachers while cultivating teacher agency through the process. PhD Thesis, University College Cork.