This book examines the radical reform that occurred during the final two decades of British rule in Ireland when William Starkie (1860-1920) presided as Resident Commissioner for the Board. Following the lead of industrialized nations, Irish members of parliament sought to encourage the establishment of a state-funded school system during the early nineteenth century. The year 1831 saw the creation of the Irish National School System. Central to its workings was the National Board of Education which had the responsibility for distributing government funds to aid in the building of schools, the payment of inspectors and teachers, the publication of textbooks, and the cost of teacher training. In the midst of radical political and cultural change within Ireland, visionaries and leaders like Starkie filled an indispensable role in Irish education. They oversaw the introduction of a radical child-centered primary school curriculum, often referred to as the 'new education'. Filling a gap in Irish history, this book provides a much needed overview of the changes that occurred in primary education during the 22 years leading up to Ireland's independence.

The expectations of the Catholic Church and the demands of the state are a precarious balancing act that have been apparent throughout the history of Catholic education. It is a relationship that is under scrutiny, even in the contemporary context. Drawing on the works and lives of key figures in the history of teacher preparation in Catholic education internationally, this important text illuminates the contributions they made and the challenges they faced. In providing this rich historical synthesis, the authors invite further reflection on the most appropriate methods of teacher preparation for contemporary Catholic schools and on possible contributions to wider teacher preparation from cogitating the history of the Catholic tradition. This book addresses teacher preparation for Catholic schools at both the 'pre-service' and 'in-service' levels by looking at the Church and its relationship with the state. The former will allow opportunities for a deep study of the role of 'faith' in Teacher Preparation, while the latter focuses on how a distinctive faith-based model of education can be in dialogue with the expectations of civil society. By using this multi-layered framework, the book offers exciting and innovative opportunities to inform contemporary practice from international examples, proving an invaluable text for researchers in the fields of comparative education, theology and the sociology of religion.

This book examines the radical reform that occurred during the final two decades of British rule in Ireland when William Starkie (1860-1920) presided as Resident Commissioner for the Board. Following the lead of industrialized nations, Irish members of parliament sought to encourage the establishment of a state-funded school system during the early nineteenth century. The year 1831 saw the creation of the Irish National School System. Central to its workings was the National Board of Education which had the responsibility for distributing government funds to aid in the building of schools, the payment of inspectors and teachers, the publication of textbooks, and the cost of teacher training. In the midst of radical political and cultural change within Ireland, visionaries and leaders like Starkie filled an indispensable role in Irish education. They oversaw the introduction of a radical child-centered primary school curriculum, often referred to as the 'new education'. Filling a gap in Irish history, this book provides a much needed overview of the changes that occurred in primary education during the 22 years leading up to Ireland's independence.

Fifty years ago, in 1967, free education was introduced in Ireland for attendance at second-level schools and great expansion of provision of education at both this and third-level followed. Currently, great interest is developing in this landmark development in Irish history, which was probably the most significant initiative taken in regard to education in Ireland from Independence from Britain in 1922 to the present. This book contributes to the interest generated by this landmark anniversary by tracing the history of teacher preparation in Ireland. It relates to the introduction to the 'free education' education scheme introduced in 1967, in that it provides an exposition on the nature of teacher preparation for teaching in primary and second-level schools both before and after the initiative was taken. Thus, it traces the history of teacher preparation through a number of stages; from education for nation-building in the new post-colonial society to partaking in the recent neo-liberal agenda sweeping through education systems throughout the world. This book should be of interest not only to Irish educationists, historians and policy makers, but also to their counterparts internationally, as well as to comparative educationists. It can be seen as providing an exposition which can be used by teacher educators in many parts of the world which they can use to sharpen their perceptions of their own situations through comparison and contrast, provoke ideas for critical discussion, and stimulate them to come to an understanding of the importance of considering contemporary developments within their wider historical contexts.

Why is teacher education policy significant - politically, sociologically and educationally? While the importance of practice in teacher education has long been recognised, the significance of policy has only been fully appreciated more recently. Teacher education in times of change offers a critical examination of teacher education policy in the UK and Ireland over the past three decades, since the first intervention of government in the curriculum. Written by a research group from five countries, it makes international comparisons, and covers broader developments in professional learning, to place these key issues and lessons in a wider context.

Why is teacher education policy significant - politically, sociologically and educationally? While the importance of practice in teacher education has long been recognised, the significance of policy has only been fully appreciated more recently. Teacher education in times of change offers a critical examination of teacher education policy in the UK and Ireland over the past three decades, since the first intervention of government in the curriculum. Written by a research group from five countries, it makes international comparisons, and covers broader developments in professional learning, to place these key issues and lessons in a wider context.

The formation of Northern Ireland marked a sharp divergence in policy that had developed throughout the whole of Ireland in the preceding century. Local communal interests helped to drive and shape a unique model of teacher preparation. Teacher Preparation in Northern Ireland examines teacher education across the first century of Northern Ireland's existence and contextualises this within an account of teacher preparation in pre-partition Ireland. This timely book also looks at the more recent history of the region, with a focus on how infrastructural arrangements have continued to reflect wider divisions in Northern Irish society, whilst also considering how these divisions have been counterbalanced by efforts to bridge the rifts through greater cooperation around both policy and practice. By looking at contemporary developments within the wider historical context, this book will not only be an invaluable text for educationalists, historians and policy makers in Northern Ireland, but also to counterparts internationally and comparative educationalists.

This book offers the first full-length study of the education of children living within the Gaeltacht, the Irish-speaking communities in Ireland, from 1900 to the present day. While Irish was once the most common language spoken in Ireland, by 1900 the areas in which native speakers of Irish were located contracted to such an extent that they became clearly identifiable from the majority English-speaking parts. In the mid-1920s, the new Irish Free State outlined the broad parameters of the boundaries of these areas under the title of 'the Gaeltacht'. This book is concerned with the schooling of children there. The Irish Free State, from its establishment in 1922, eulogized the people of the Gaeltacht, maintaining they were pious, heroic and holders of the characteristics of an invented ancient Irish race. Simultaneously, successive governments did very little to try to regenerate the Gaeltacht or to ensure Gaeltacht children would enjoy equality of education opportunity. Furthermore, children in the Gaeltacht had to follow the same primary school curriculum as was prescribed for the majority English speaking population. The central theme elaborated on throughout the book is that this schooling was one of a number of forces that served to maintain the people of the Gaeltacht in a marginalized position in Irish society.

This book offers the first full-length study of the education of children living within the Gaeltacht, the Irish-speaking communities in Ireland, from 1900 to the present day. While Irish was once the most common language spoken in Ireland, by 1900 the areas in which native speakers of Irish were located contracted to such an extent that they became clearly identifiable from the majority English-speaking parts. In the mid-1920s, the new Irish Free State outlined the broad parameters of the boundaries of these areas under the title of 'the Gaeltacht'. This book is concerned with the schooling of children there. The Irish Free State, from its establishment in 1922, eulogized the people of the Gaeltacht, maintaining they were pious, heroic and holders of the characteristics of an invented ancient Irish race. Simultaneously, successive governments did very little to try to regenerate the Gaeltacht or to ensure Gaeltacht children would enjoy equality of education opportunity. Furthermore, children in the Gaeltacht had to follow the same primary school curriculum as was prescribed for the majority English speaking population. The central theme elaborated on throughout the book is that this schooling was one of a number of forces that served to maintain the people of the Gaeltacht in a marginalized position in Irish society.