6 Collaborative professionalism: An exploration of the professional learning of Cooperating Teachers

Context and Purpose

The aim of this initiative was to build on continuing professional development (CPD) designed to support Cooperating Teachers during school placement. An online, self-directed course was designed to support the professional learning of the Treoraí (Cooperating Teacher) in the context of Initial Teacher Education (ITE).

Aims and Objectives

• Build on CPD designed to support Cooperating Teachers during school placement.
• Design and implement an online, self-directed professional learning course.

Initiative Overview

Collaborative professionalism; An exploration of the role and professional learning needs of the Treoraí (Cooperating Teacher) in supporting a student teacher during the practicum experience of an Initial Teacher Education programme in Ireland.

In the Hall et al. (2018) report commissioned by the Teaching Council, the importance of the role of the Cooperating Teacher in supporting student teachers during the practicum element of Initial Teacher Education (ITE) is emphasised. In that report, it is recommended that support be extended to Cooperating Teachers in order to prepare them for the role, specifically in the areas of observation of teaching and learning and discussion of the student teacher’s practice with a view to providing formative feedback for improvement.

This research study aims to give a voice to the Treoraí (Cooperating Teacher) in determining structured supports for the professional role supporting student teachers during the practicum element of the Professional Master of Education (PME). Furthermore, the study aims to seek feedback on a professional learning model created in response to initial data collected.

Data Collection

Two hundred Treoraithe currently supporting post-primary student teachers from Hibernia College were invited to participate in the research. This yielded a sample size of sixteen participants (n=16). As data was gathered from a survey and focus groups, this sample size was deemed appropriate.

To begin, a survey was designed to capture views on the role of the Treoraí as well as their perspectives on their professional learning needs regarding the Treoraí role. Thirteen participants (n=13) completed the survey.

Findings and Development of Resources

The findings of the survey regarding the professional learning needs of the Treoraí subsequently informed the development of two key professional learning resources for Treoraí by the researchers.

• A Treoraí Handbook
• Professional Learning Resources focusing on:
  • Observation
  • Feedback and Reflection
  • Team Teaching

Snapshot of the Key Findings

The survey and initial focus group highlighted that:

• More information is needed by the Treoraí from higher education institutions offering an ITE programme on the structure and processes of school placement.
• Greater clarity regarding the expectations of the Treoraí role is required.
• Continuing professional development (CPD) focused on the professional learning needs of the Treoraí would be welcomed.

Next Steps

This research highlights the absence of professional learning resources for the Treoraí. Through evaluating an interactive professional learning module, it underscores the importance of structured support from higher education institutions offering ITE programmes.

As a next step, with the support of Ubuntu funding, an additional session on Global Citizenship Education (GCE) has been developed. This session is intended to support cooperating teachers in their role in supporting student teachers in lesson planning, teaching, and reflection in the area of GCE. The researchers are interested in exploring the impact on the cooperating teacher’s own classroom practice as well as their support of student teachers’ practice in this area. This session will be available to the next cohort of cooperating teachers beginning the course in October 2025.

Impact and Evidence of Success

This CPD is offered to cooperating teachers working with Hibernia College students. In the first term of 2025, there are 350 students on placement. Invitations are being issued (commencing 13th October) to cooperating teachers to attend an introductory webinar outlining the materials available.

A digital badge is available to teachers who fully complete the course and submit course feedback. This feedback is used to develop and enhance the materials for future cohorts. In addition, an end-of-course webinar is held where cooperating teachers discuss their engagement with the course and participate in reflective practice.

Future Directions and Sustainability

Future plans involve building on this course following analysis of participant feedback. As the GCE session is a new addition, engagement will be monitored during the academic year 2025–2026 to identify opportunities for further session content and potential module additions.

Ongoing engagement with cooperating teachers is crucial to sustaining and nurturing school–university partnerships and providing relevant, targeted support to both cooperating teachers and student teachers.

Resources and Supporting Information

• Treoraí School Placement Resources (Hibernia College)

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Funding and Acknowledgements

Funding: Teaching Council John Coolahan Funding Round 6; Ubuntu Funding 2024/2025