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Irish Educational Studies is a peer-reviewed journal published by Taylor & Francis, covering Education Systems and Policy, Teacher Education and Leadership Studies, Religious Education and Schools.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Irish Educational Studies 12 (3): 45–58.
Formats any DOI in Irish Educational Studies style. No sign-up. |
| Publishes research in | Education Systems and Policy Teacher Education and Leadership Studies Religious Education and Schools Global Educational Policies and Reforms Early Childhood Education and Development |
| ISSN | 0332-3315 |
| Citation impact (2-yr) | 1.43 |
| h-index | 46 |
| i10-index | 364 |
| Total citations | 11,644 |
| Top institutions publishing here | University of Limerick |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Teaching online poses challenges for teachers trained primarily to work face to face. The Covid-19 pandemic and subsequent lockdown of schools has forced teachers to move online to ensure students continue their studies. This is not an easy transition and success depends on educators having the skills, knowledge, and competencies for online teaching. As part…
There has been increasing attention on teacher ‘quality’ and effectiveness internationally. There is, however, little research documenting experienced teachers' classroom practices and their beliefs on why they teach the way they do. Drawing on a mixed methodological study of practices and beliefs across 12 primary and secondary schools, this paper documents the importance of passion,…
This paper investigates key elements in a positive practicum, from the perspective of post-primary pre-service teachers in Victoria, Australia. Four key issues emerged: the emotional and professional support given by the supervising teacher, the freedom for pre-service teachers to develop their own teaching style, the provision of specific and constructive feedback, and the approach to…
Numerous primary and post-primary communities of practice (CoP) are used as educational change mechanisms to support teachers improving physical education (PE) practice in Irish schools. This study's purpose was to examine perspectives of program facilitators and participants of Irish PE CoP created to address teachers’ interests. Specifically examined were views of successful professional development and…
This study aimed to explore the digital competence of recent entrants into a pre-service teacher education programme in an Irish University. The participants were drawn from a cohort of 208 undergraduate teacher education students. The study employed an online survey that captured both self-reported levels of digital competence and knowledge of key areas of cyber…
