Abstract

Constructing an Irish teacher education policy analysis

John Smith, St. Patrick's College, Dublin City University (DCU), Ireland

In looking at changing paradigms and the study of teacher education as a policy problem, Cochran-Smith and Fries conclude that:

"The emphasis needs to be on asking the important questions – and constructing the problem of teacher education in thoughtful, appropriate ways – and then selecting the appropriate methods of data collection and analysis." (2008, p. 1087)

This paper proposes a construction of Irish teacher education policy analysis, that: frames it within broader national and international contexts; focuses on a number of key policy cases or ‘moments’; maps policy networks and communities and interrogates the policy making process; and, nominates possible research approaches. Irish education policy analysis and, by implication, analysis of Irish teacher education policy is rightly criticised for lack of rigour and depth Sugrue (2004, 2009). There are notable exceptions in the general education policy arena (O’Sullivan 2005, Gleeson 2009) and Harford (2010) has discussed teacher education policy gaps in relation to continuous professional development.

The context for teacher education policy in Ireland is influenced by a range of factors including accountability, performativity, the reckoning of European education policy, and travelling policy from global teacher education reform. Key policy moments include the establishment of the Teaching Council and the introduction of privatised initial teacher education. The policy network now includes a shifting array of agencies and ‘players’ and a clear understanding or account of the policy making process remains elusive.

Towards a rich critique of this policy milieu, a set of analytic concepts and tools is considered in moving towards a possible research methodology.  These draw on the work of Stephen Ball and the concept of ‘policy sociology’ but also on notions of governance, partnership, policy networks/communities and policy elites.