highlights professional development and discipline issues – TUI
(16 Jun 2009)
The Teachers’ Union of Ireland (TUI) described today’s OECD TALIS report as important in highlighting how the commitment of teachers to continuing professional development is not matched by the Department of Education and Science. The report also confirms that disciplinary problems are exacerbated by larger class sizes.
Comments from TUI Education and Research Officer Bernie Judge:
Professional Development
“While ninety percent of Irish teachers participated in professional development in the survey’s timeframe, the average duration was just six days compared to the OECD average of 15.
Irish teachers identified ICT skills, special needs education, multi-cultural teaching and student counselling as urgent priority areas for additional professional development.
A wide range of OECD studies show that Irish students perform very well in comparison with those in other countries. Today’s study affirms that ensuring strong professional development support for teachers underpins such performance.
The Government must show a greater commitment to training even in these difficult times. We ask the Department of Education and Science to work towards targeting resources at these vital areas of professional development for the benefit of our education system and its role in stimulating economic recovery.”
Classroom Discipline
“The report affirms that classroom disciplinary problems are exacerbated where average class sizes are larger. This is consistent with a recent TUI survey in which 80% of respondents indicated that discipline problems now take up considerable time compared to five years ago.
This is remains an ongoing concern for all education partners and we would again appeal for the implementation of the key findings of the School Matters report on student behaviour to tackle these growing problems.”
Laboratory Technicians
“Finally, the fact that eighty-three percent of teachers in Ireland - the highest among TALIS countries - teach in schools where a shortage of laboratory technicians hindered instruction at least to some extent shows that we continue to lag behind our OECD colleagues in terms of the provision of appropriate, modern resources to schools.
Despite our current economic predicament, it has never been more important to provide students with the world class education system they deserve.”