Acknowledging teacher professionalism in Ireland: The case for a chartered teacher initiative

Journal article

Lynch, Raymond, Hennessy, Jennifer and Gleeson, Jim. (2013). Acknowledging teacher professionalism in Ireland: The case for a chartered teacher initiative. Irish Educational Studies. 32(4), pp. 493 - 510. https://doi.org/10.1080/03323315.2013.854453
AuthorsLynch, Raymond, Hennessy, Jennifer and Gleeson, Jim
Abstract

This paper presents an argument for the development of an Irish Chartered Teacher initiative which would acknowledge and accredit the professionalism of experienced and accomplished teachers. It begins by examining the current position of teaching as a profession based on findings from Irish and international research studies. Issues surrounding the accreditation of accomplished teachers are considered through the examination of a range of Chartered Teacher initiatives. Finally, the potential opportunities and challenges of accrediting teacher professionalism in Ireland are discussed with reference to the continuum of teacher education and recent developments introduced by the Teaching Council of Ireland.

Keywordsteacher professionalism; challenges and opportunities; Chartered Teacher; continuum of teacher education
Year2013
JournalIrish Educational Studies
Journal citation32 (4), pp. 493 - 510
PublisherRoutledge
ISSN0332-3315
Digital Object Identifier (DOI)https://doi.org/10.1080/03323315.2013.854453
Scopus EID2-s2.0-84890121595
Page range493 - 510
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/899yq/acknowledging-teacher-professionalism-in-ireland-the-case-for-a-chartered-teacher-initiative

Log in to edit

Restricted files

Publisher's version

  • 124
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Laudato Si' : Some curriculum and pedagogical implications
Gleeson, Jim and Goldburg, Peta. (2020). Laudato Si' : Some curriculum and pedagogical implications. In In Gleeson, Jim and Goldburg, Peta (Ed.). Faith-based identity and curriculum in Catholic schools pp. 63-85 Routledge. https://doi.org/10.4324/9780429202087-3
An analysis of teaching and learning partnerships in Australian universities : Prevalence, typology and influences
McCormack, Orla, Gleeson, Jim and O’Donoghue, Tom. (2020). An analysis of teaching and learning partnerships in Australian universities : Prevalence, typology and influences. Journal of Higher Education Policy and Management. 42(4), pp. 404-423. https://doi.org/10.1080/1360080X.2020.1783593
An analysis of national newspaper coverage relating to the Leaving Certificate programme in two newspapers in the Republic of Ireland
McCormack, Orla, Gleeson, Jim and O’Donoghue, Tom. (2020). An analysis of national newspaper coverage relating to the Leaving Certificate programme in two newspapers in the Republic of Ireland. Irish Educational Studies. 39(1), pp. 1-18. https://doi.org/10.1080/03323315.2019.1664314
The identity of Catholic schools as seen by teachers in Catholic schools in Queensland, Australia
Gleeson, Jim, O’Gorman, John and O’Neill, Maureen. (2020). The identity of Catholic schools as seen by teachers in Catholic schools in Queensland, Australia. International Studies in Catholic Education. pp. 1-22. https://doi.org/10.1080/19422539.2020.1717194
Curriculum change in Australia and Ireland : A comparative study of recent reforms
Gleeson, Jim, Klenowski, Valentina and Looney, Anne. (2020). Curriculum change in Australia and Ireland : A comparative study of recent reforms. Journal of Curriculum Studies. 52(4), pp. 478-497. https://doi.org/10.1080/00220272.2019.1704064
The curriculum response to ‘free education’ and the raising of the school-leaving age
Gleeson, J.. (2018). The curriculum response to ‘free education’ and the raising of the school-leaving age. In Education for All?: The Legacy of Free Post-Primary Education in Ireland pp. 171-202 Peter Lang Publishing.
Developing the characteristic spirit of publicly managed schools in a more secular and pluralist Ireland
O'Flaherty, Joanne, McCormack, Orla, Gleeson, Jim, O'Reilly, B., O'Grady, E. and Kenny, N.. (2018). Developing the characteristic spirit of publicly managed schools in a more secular and pluralist Ireland. Cambridge Journal of Education. 48(3), pp. 317 - 333. https://doi.org/10.1080/0305764X.2017.1332161
The identity of Catholic schools as seen by teachers in Catholic schools in Queensland
Gleeson, Jim, O'Gorman, John and O'Neill, Maureen. (2018). The identity of Catholic schools as seen by teachers in Catholic schools in Queensland. International Studies in Catholic Education. 10(1), pp. 44 - 65. https://doi.org/10.1080/19422539.2018.1418946
Student-teachers’ perspectives on the purposes and characteristics of faith-based schools: An Australian view
Gleeson, Jim and O'Neill, Maureen. (2018). Student-teachers’ perspectives on the purposes and characteristics of faith-based schools: An Australian view. British Journal of Religious Education. 40(1), pp. 55 - 69. https://doi.org/10.1080/01416200.2016.1256266
Irish student teachers' levels of moral reasoning: Context, comparisons, and contributing influences
O'Flaherty, Joanne and Gleeson, Jim. (2017). Irish student teachers' levels of moral reasoning: Context, comparisons, and contributing influences. Teachers and Teaching: Theory and Practice. 23(1), pp. 59 - 77. https://doi.org/10.1080/13540602.2016.1203777
Curriculum, culture, and Catholic education: a Queensland perspective
Gleeson, Jim and O'Neill, Maureen. (2017). Curriculum, culture, and Catholic education: a Queensland perspective. Curriculum Perspectives. 37(2), pp. 121 - 133. https://doi.org/10.1007/s41297-017-0018-6
National newspaper-reporting on state examinations: An historical exposition of the exceptional case of the Irish Leaving Certificate
O'Donoghue, Tom, Gleeson, Jim and McCormack, Orla. (2017). National newspaper-reporting on state examinations: An historical exposition of the exceptional case of the Irish Leaving Certificate. Encounters in Theory and History of Education. 18, pp. 134 - 149. https://doi.org/10.24908/eoe-ese-rse.v18i0.6426
Research capacity and initial teacher education reform: Irish experiences, international perspectives
Gleeson, Jim, Gleeson, Jim, Sugrue, Ciaran, Sugrue, Ciaran and O'Flaherty, Joanne. (2017). Research capacity and initial teacher education reform: Irish experiences, international perspectives. Teaching and Teacher Education. 62, pp. 19 - 29. https://doi.org/10.1016/j.tate.2016.11.001
The teacher as moral educator: Comparative study of secondary teachers in Catholic schools in Australia and Ireland
Gleeson, Jim Philip and O'Flaherty, Joanne. (2016). The teacher as moral educator: Comparative study of secondary teachers in Catholic schools in Australia and Ireland. Teaching and Teacher Education. 55, pp. 45 - 56. https://doi.org/10.1016/j.tate.2015.12.002
The relevance of mathematics: Leaders and teachers as gatekeeper for Queensland senior calculus mathematics
Easey, Michael and Gleeson, Jim Philip. (2016). The relevance of mathematics: Leaders and teachers as gatekeeper for Queensland senior calculus mathematics. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 198 - 205
Critical challenges and dilemmas for Catholic Education Leadership internationally
Gleeson, Jim. (2015). Critical challenges and dilemmas for Catholic Education Leadership internationally. International Studies in Catholic Education. 7(2), pp. 145 - 161. https://doi.org/10.1080/19422539.2015.1072955
Student Teachers’ Opinions, Beliefs and Attitudes Concerning Faith-based Education and Identity
Gleeson, Jim and O'Neill, Maureen. (2015). Student Teachers’ Opinions, Beliefs and Attitudes Concerning Faith-based Education and Identity Brisbane, Queensland: Australian Catholic University.
ICT and school improvement: The OECD/CERI Study revisited
Gleeson, Jim, Johnston, Keith and McGarr, Oliver. (2015). ICT and school improvement: The OECD/CERI Study revisited. In In D. Butler, K. Marshall and M. Leahy (Ed.). Shaping the future: How technology can lead to educational transformation pp. 210 - 234 The Liffey Press.
Student teachers, socialisation, school placement and schizophrenia : The case of curriculum change
Gleeson, Jim, O'Flaherty, Joanne, Galvin, Tracy and Hennessy, Jennifer. (2015). Student teachers, socialisation, school placement and schizophrenia : The case of curriculum change. Teachers and Teaching: Theory and Practice. 21(4), pp. 437 - 458. https://doi.org/10.1080/13540602.2014.968895
Longitudinal study of levels of moral reasoning of undergraduate students in an Irish university : The influence of contextual factors
O'Flaherty, Joanne and Gleeson, Jim. (2014). Longitudinal study of levels of moral reasoning of undergraduate students in an Irish university : The influence of contextual factors. Irish Educational Studies. 33(1), pp. 57 - 74. https://doi.org/10.1080/03323315.2013.874544
School-based initial vocational education in the Republic of Ireland: The parity of esteem and fitness for purpose of the Leaving Certificate applied
Gleeson, Jim and O'Flaherty, Joanne. (2013). School-based initial vocational education in the Republic of Ireland: The parity of esteem and fitness for purpose of the Leaving Certificate applied. Journal of Vocational Education and Training. 65(4), pp. 461 - 473. https://doi.org/10.1080/13636820.2013.838288
The European Credit Transfer System and curriculum design: product before process?
Gleeson, Jim. (2013). The European Credit Transfer System and curriculum design: product before process? Studies in Higher Education. 38(6), pp. 921 - 938. https://doi.org/10.1080/03075079.2011.610101
Is it time to go back to the drawing board? The destinations of Leaving Certificate Applied students
Gleeson, Jim and O'Flaherty, Joanne. (2013). Is it time to go back to the drawing board? The destinations of Leaving Certificate Applied students. Guideline: The Institute of Guidance Counsellors Newsletter. 41(3), pp. 27 - 29.
Table doesn't lie, but it's not the full story
Gleeson, Jim. (2013). Table doesn't lie, but it's not the full story Ireland:
Eighteen years on it's time we critically reappraised the Leaving Cert Applied
Gleeson, Jim. (2013). Eighteen years on it's time we critically reappraised the Leaving Cert Applied Ireland:
Understanding the role and potential for research capacity-building in initial teacher education (ITE) programmes North-South Ireland: A baseline and comparative study
Gleeson, Jim, Leitch, Ruth, Sugrue, Ciaran and O'Flaherty, Joanne. (2013). Understanding the role and potential for research capacity-building in initial teacher education (ITE) programmes North-South Ireland: A baseline and comparative study Republic of Ireland: Centre for Cross Border Studies.
The gendering of global citizenship: findings from a large-scale quantitative study on global citizenship education experiences
Tormey, Roland and Gleeson, Jim. (2012). The gendering of global citizenship: findings from a large-scale quantitative study on global citizenship education experiences. Gender and Education. 24(6), pp. 627 - 645. https://doi.org/10.1080/09540253.2011.646960
Time to level the playing field in teacher education
Gleeson, Jim. (2012). Time to level the playing field in teacher education
Second-level reform proposals are to be applauded but they need tweaking
Gleeson, Jim. (2012). Second-level reform proposals are to be applauded but they need tweaking Ireland:
The professional knowledge base and practice of Irish post-primary teachers: what is the research evidence telling us?
Gleeson, Jim. (2012). The professional knowledge base and practice of Irish post-primary teachers: what is the research evidence telling us? Irish Educational Studies. 31(1), pp. 1 - 17. https://doi.org/10.1080/03323315.2011.617945
Irish post-primary students' attitudes towards ethnic minorities
Tormey, Roland and Gleeson, Jim. (2012). Irish post-primary students' attitudes towards ethnic minorities. Irish Educational Studies. 31(2), pp. 157 - 173. https://doi.org/10.1080/03323315.2012.676234
Curriculum, culture, ideology and ownership: the case of the Exploring Masculinities programme
McCormack, Orla and Gleeson, Jim. (2012). Curriculum, culture, ideology and ownership: the case of the Exploring Masculinities programme. Irish Educational Studies. 31(4), pp. 397 - 414. https://doi.org/10.1080/03323315.2012.673909
Curriculum in context: partnership, power and praxis in Ireland
Gleeson, Jim. (2010). Curriculum in context: partnership, power and praxis in Ireland Peter Lang Publishing.
Are bonus points undermining education values?
Gleeson, Jim. (2010). Are bonus points undermining education values Ireland:
Attitudes of parents of young men towards the inclusion of sexual orientation and homophobia on the Irish post-primary curriculum
McCormack, Orla and Gleeson, Jim. (2010). Attitudes of parents of young men towards the inclusion of sexual orientation and homophobia on the Irish post-primary curriculum. Gender and Education. 22(4), pp. 385 - 400. https://doi.org/10.1080/09540250903474608
Strategic planning and accountability in Irish education
Gleeson, Jim and O'Donnabhain, Diarmaid. (2009). Strategic planning and accountability in Irish education. Irish Educational Studies. 28(1), pp. 27 - 46. https://doi.org/10.1080/03323310802597291Document
The influence of national and school context on Civic, Social and Personal Education in schools
Gleeson, Jim. (2008). The influence of national and school context on Civic, Social and Personal Education in schools. In Education for Citizenship and Diversity in Irish Contexts pp. 74 - 95 Institute of Public Administration Ireland.
Stop talking and do something! The young social innovators programme: An independent evaluation
Gleeson, Jim, O'Donnabhain, Diarmaid, McCormack, Orla and O'Flaherty, Joanne. (2008). Stop talking and do something! The young social innovators programme: An independent evaluation Liffey Press.