Research at Hibernia College
Hibernia College is committed to developing a research culture and ethos that permeates all aspects of the organisation. It aims to build research capacity among faculty and staff and to promote research activity. This will be accomplished through our research strategy, which is linked to the overarching College Strategic Plan/Mission and Vision and feeds into the Teaching and Learning Strategy and the overall philosophy underpinning programmes.
Collaborative research projects:
The introduction of a research component to initial teacher education (ITE) by the Teaching Council was a welcome enhancement to the Professional Master of Education in Primary Education (PMEP) programme. Here at Hibernia College, we recognise that conducting research in an educational setting is an important aspect of every educator’s professional life in order to improve pedagogy and school practice. We have proudly disseminated some of the great work that our student-teachers have done and it can be viewed in the links below:
Volume 1 of the Hibernia College Education papers can be found here.
Volume 2 of the Hibernia College Education papers can be found here.
Volume 3 of the Hibernia College Education papers can be found here.
Celebrating Innovations in Initial Teacher Education
Hibernia College held its bi-annual research conference on 15th March 2018 at the Mansion House Dublin. The conference theme was Celebrating Innovations in Initial Teacher Education. The conference speakers included leaders of educational innovation in both Irish and International contexts as well as Hibernia College faculty. The keynote address was given by Seán O Foghlú, Secretary General Department of Education and Skills, in which he outlined the Department’s vision for use of adaptive technology in Education. Dr Selina Mc Coy, ESRI, presented insights into digital technology in teaching and learning in the context of the ESRI ‘Growing up in Ireland’ research series. International perspectives were presented by Prof. Heather Hill and Prof. Corinne Herlihy of Harvard University who outlined developments in use of video technologies and digital observation in teacher education. Dr Aoife Lynam and Mary Kelly presented on a digital observation study they are undertaking in collaboration with both ESRI and Harvard University.
On our Professional Master of Education in Primary Education programme, students complete a 10,000-word dissertation, which forms 10 credits of the assessment of the “Advanced School Experience: Using Evidence-Based Research to Inform Professional Practice” module. Student teachers choose a research topic from four different theme areas: (1) Teaching, learning and Assessment, (2) ICT, (3) Psychological and Sociological and (4) Inclusion and Differentiation. The purpose of the research module is to enable students to work independently and demonstrate the ability to plan, implement and evaluate an empirical investigation that integrates concepts, theories, knowledge and skills central to the curriculum on their programme of study. As well as being supported by the Head of Research throughout this module, students are also assigned a research supervisor, whose role is to provide a support framework and critical analysis of their work as it develops.
This publication provides an overview of the research of some of our PMEP student teachers from the September 2014 cohort. These students were the first group to complete the research module as part of our programme. For many of our students, this was the first research project they had ever completed, and we are delighted to disseminate their work to highlight excellent examples of student research being undertaken on our PMEP programme.
To view the Education Papers, click here.
The Hibernia College Research Conference, was held on Thursday 3rd November 2016.
This year, the conference will share insights from a wide range of perspectives in teacher education. This will include contributions from national and international speakers and practitioners including world renowned scholar in the area of Self Study, Professor Anastasia Samaras (George Mason University, Virginia, USA), academics from Hibernia College’s School of Education and our Master and PhD students.
Concurrent parallel workshops will showcase research by students, staff and faculty and demonstrate how the College is forging links between theory and practice in its teacher education programmes.
Panel 1: Setting the scene – what is driving the research agenda in policy?
In this session the contribution of research to professional standards was explored, providing the context for the renewed emphasis on research in teacher education and in ongoing professional practice.
Link to video and summary of Panel 1: Setting the scene – what is driving the research agenda in policy?
Panel 2: Generating research – how do teachers do research in the school setting?
This discussion provided each panellist with ten minutes to outline classroom or school based research projects and discuss the impact of the research. This was followed by an opportunity for questions from the audience.
Link to video and summary of Panel 2: Generating Research
Panel 3: Diversity and Inclusion in Schooling
In this session the panellists provided brief description of their research with diverse groups and the impact of this type of research. There was then an opportunity for questions and discussion from the audience.
Link to video and summary of Panel 3: Diversity and Inclusion in Schooling
Breakout Panel: ICT in the classroom
In this session the panellists provided a ten minute description of their involvement with research into ICT in the classroom and why it is important to do this type of research. There was then an opportunity for questions and discussion from the audience.
Panel 4: The challenges of implementing research in education settings.
Given the increased role of research, this session explored some of the challenges faced by teacher educators, student teachers, schools, principals and parents in bringing research into the classroom.
Link to video and summary of Panel 4: The Challenges of Implementing Research in Education Settings
The Hibernia College Education Conference 2013 was opened by Minister for Education, Ruairí Quinn, TD, who also announced the launch of the new Hibernia College PhD programme at the event. He commented:
“I am very pleased with this development which will enable Hibernia to fast track its research strategy. The 2012 report on the structure of Initial Teacher Education provision in Ireland highlighted the crucial role that high quality research plays in informing best practice in teacher preparation. Today’s announcement by Hibernia College is therefore very welcome and I look forward to the strong contribution to education research that the College will no doubt be making over the coming years.”
Hibernia College hosted its inaugural research conference in November 2012, entitled “Accessing Funds of Knowledge in School Partnerships: Great Expectations in Hard Times”.
School partnership between Higher Education Institutions and schools has long been considered as best practice to ensure Graduate Teachers are fully cognisant of the professional roles and responsibilities they will assume as teaching professionals. The aim of this conference was to situate the concept of school partnership within the international and national debates for such partnerships. Participants were invited to identify issues that, for them, both support and challenge the implementation of such partnerships. A further aim of the conference was to identify a framework for school partnership between Hibernia College and schools. This framework supports the development of teacher professional learning communities so that teacher education is, as described by Bob Lingard, both research informed and research informing.
EUPATI stands for ‘European Patients Academy on Therapeutic Innovation’. This innovative patient-led academy will lead an ambitious project to develop educational material, training courses and a public Internet library to educate patient representatives and the lay public about all processes involved in medicines development. It will address topics like personalised and predictive medicine, design and conduct of clinical trials, drug safety and risk/benefit assessment, health economics as well as patient involvement in drug development. The educational resources will be provided in seven European languages (English, French, German, Spanish, Polish, Russian and Italian), targeting twelve European countries.
Hibernia College is designing the IT infrastructure to deliver EUPATI information and learning systems. Hibernia College will use its extensive knowledge in the area of distance learning to enable EUPATI information and courses reach EUPATI’s pan European audience and provide an online learning environment to teach EUAPTI students about areas of therapeutic innovation in a 30 ECTS programme.