Non-cognitive skills have increasingly been recognised as an important part of holistic education, but more research is needed on how best to ingrate them into existing educational frameworks. This study examined variables critical to the implementation of a non-cognitive skills programme in post-primary schools in Ireland. Teachers (N = 76) were…

In this study, we aimed to analyze Irish educators' differentiation practices and their relationship to teachers' sense of efficacy. We examined teachers' (N = 470) reports of their curriculum modification practices and their provision of challenge or choice. When their students had mastered the required class work, more than half of teachers were…

Digital technology is growing in popularity in the enacted teaching and learning process. However, there is ongoing debate regarding the evidence of its impact on teaching and learning in physical education. With increasing use in education, digitally competent teachers are essential to the success of its integration. The primary aim of this study…

Since the publication of the Education for People with Special Educational Needs Act in 2004, inclusion in Ireland has become a priority for the educational system. Despite the promotion of physical education (PE) as a key setting for facilitating inclusion in schools, research has shown that the children with special educational needs and…

This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a…

This research investigated the self-efficacy, beliefs, and practices of generalist primary school teachers who undertook the Bachelor of Education with a specialism in PE between 2016 and 2019. Data were collected through a cross-sectional survey, and 80 valid responses were received. The findings suggest self-efficacy is high among these…

Increasingly, educational policies and curricula recommend that young children experience STEM learning opportunities within Early Childhood (EC) settings. Despite greater demands placed on EC educators, their opinions on STEM have seldom been sought. This study investigated EC educators': (1) interest in STEM education; (2) opinions about the…

A rising crisis of confidence has been noted amongst teachers of poetry in recent years. Amplified by external factors such as high-stakes testing regimes, performance indicators, standardisation and accountability measures, teachers are increasingly challenged to provide immersive, imaginative and engaging encounters with poetry while developing…

The purpose of this research work was the study and investigation the perceptions of general education teachers in Greek primary education regarding the inclusion of children with autism spectrum disorder in the general school context, as well as their knowledge about this disorder. A total of 60 general education teachers participated in the…

This study investigated the perceived Teacher Self-Efficacy (TSE) of primary school teachers in Ireland who are working in special classes for students with autism. Furthermore, it sought to examine whether these perceptions of TSE were related to special class teaching experience, their engagement in professional development pertaining to autism,…

This qualitative study explores the views of nine teachers working in the Further Education and Training in Ireland regarding the use of technology. Drawing on in-depth interviews, thematic analysis exposed a techno-positive perspective and a hierarchy of technologies with newer technologies being valued more. A sort of 'intangible' quality is…

Citizen Development (CD) is a method of delivering low-code no-code (LCNC) development that empowers subject matter experts to design, develop, and deploy applications into production as though they were full-on, experienced coders. This paper explores teachers' perceptions around the potential for, and enactment of LCNC in our education system.…

This exploratory study considered the impact of a whole school programme to enhance relationships, promote positive behaviour, and reduce teacher stress in a secondary school. The programme was facilitated by the school's educational psychologist (EP) drawing on psychological theory and practice across a range of paradigms (ecosystemic, cognitive,…

While inclusion has generally been accepted as orthodoxy, a knowledge-practice gap remains which indicates a need to focus on inclusive pedagogy. This paper explores how teachers in the Republic of Ireland primary school were supported to develop inclusive pedagogy to meet the needs of learners with special educational needs (SEN). It is…

When schools were closed due to the COVID-19 restrictions, teachers were challenged to engage children with Special Educational Needs (SEN) through remote teaching, particularly in physical education. The European Standards in Adapted Physical Activity (EUSAPA) have been used to define the competencies of adapted physical education (APE) teachers.…