Article published in:Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Journal of Immersion and Content-Based Language Education 6:2] 2018
► pp. 295–320
“It was two hours […] the same old thing and nothing came of it”
Continuing professional development among teachers in Gaeltacht post-primary schools
This article describes findings from a qualitative study which focused on the professional experiences of post-primary teachers working in schools in Gaeltacht areas, regions where Irish is traditionally spoken as a community language. The research aimed to provide an in-depth analysis of the personal and professional challenges and advantages associated with the role of teacher in this unique educational setting and aimed also to investigate teachers’ engagement in professional support services available to them. This paper addresses the latter question by focusing on teachers’ experiences of continuing professional development (CPD). Findings from this research indicate that teachers’ engagement and participation in CPD is low due to their dissatisfaction with current provision. According to participants, current CPD services do not address the complex sociolinguistic environment in which their professional practice is situated or their professional development needs within this context. Suggestions for policy and practice in CPD directed at Gaeltacht and immersion teachers are also considered.
Keywords: continuing professional development, immersion education, bilingual education, post-primary, teacher, practice
Published online: 23 October 2018
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