O'Donnell, Ciara
(2023)
Teachers seconded to continuing teacher education: professional development and the paradox of reaching proficiency.
Irish Education Studies Journal.
ISSN 0332-3315
Abstract
In Ireland state funded support services provide Continuing Professional Development (CPD)
for teachers and school leaders. These services are staffed with teachers seconded from their
schools on an annual basis for up to a maximum of five years. This study investigated the
learning and experience of teachers seconded to a national cross-sectoral support service, the
Professional Development Service for Teachers (PDST) and how this influences their postsecondment
career. It employed qualitative interviews to explore this from the perspective of
teachers previously seconded to the PDST. The theoretical framework was rooted in the field
of career dynamics setting out three stages (Entry, Experience, Exit) navigated by teachers
from entering the service through to their departure. This article focusses primarily on the study
findings for the Experience stage while necessarily providing some key insights from the Entry
phase. In the context of a considerably under-researched area both in Irish and international
teacher education, the findings bring due attention to the distinct role and identities of teachers
seconded as what this study calls “Continuing Teacher Educators” (CTEs). Findings show that
the learning acquired by these teachers is extensive while also revealing tensions encountered
in managing hybrid identities as teachers/teacher educators. Notably they expose precarious
tensions between the catalytic impact of secondment and the uncertain nature of its tenure. For
most, this eventuates in a premature departure from the service to other careers, paradoxically
having reached proficiency as teacher educators. Recommendations centre on career pathways
for teachers seconded to support services and a review of current secondment stipulations
within a need to privilege transformative CPD models in the system.
| Item Type: |
Article
|
| Additional Information: |
This is a preprint article |
| Keywords: |
teacher educator; continuing professional development; secondment; career
transition; professional identity; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
17932 |
| Identification Number: |
https://doi.org/10.1080/03323315.2023.2293148 |
| Depositing User: |
IR Editor
|
| Date Deposited: |
12 Dec 2023 12:48 |
| Journal or Publication Title: |
Irish Education Studies Journal |
| Publisher: |
Taylor & Francis |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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