Author: Ní Thuairisg Laoise
Publisher: John Benjamins Publishing Company
E-ISSN: 2212-8441|6|2|295-320
ISSN: 2212-8433
Source: Journal of Immersion and Content-Based Language Education, Vol.6, Iss.2, 2018-01, pp. : 295-320
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
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.
Related content
The International Journal of Diversity in Education, Vol. 13, Iss. 2, 2014-01 ,pp. :
Learning in Old and New Europe
The International Journal of Learning: Annual Review, Vol. 12, Iss. 12, 2007-01 ,pp. :