How the Policy of ‘Out of Field Teachers’ is Challenging Reimaging and Embracing Change in Language and Education Policy in Post-Primary Schools in Ireland.

Abstract

The concept of 'full inclusion in Irish education' implies that all teachers will possess the necessary skills to instruct all learners. Learners who have English as an Additional Language would benefit from teachers who are committed to supporting their educational pursuits. The probability of this occurring in an Irish post-primary setting appears to be hindered by the concept of 'out of field teachers', which is supported by the Department of Education's Circular 0014/2017. This article aims to assess the policy governing the establishment of professional prerequisites for educators in Irish post-primary schools. When analysing Circular 0014/2017 from both an international and national perspective, it becomes evident that the policy in Ireland, which does not mandate Special Education Teachers (SETs) to possess a specialised qualification in Special Needs Education, or require Additional Educational Needs (AEN) Teachers to have expertise in their subject area, is not beneficial for learners or teachers. This study will analyse the pedagogical proficiency demanded by the Department of Education (DE) in their policy documents, as well as potential variations that may arise. The circular implies that teachers who support language learning and those who work with learners with additional educational needs will receive extra professional development opportunities. However, this paper specifically addresses the potential gaps that may arise due to the unclear policy documentation and the absence of clear guidance regarding the qualifications required for teachers working with learners. The study will determine that the utilisation of 'out of field teachers' to assist learners with additional educational requirements, such as language help or those diagnosed with special needs, is detrimental to both the learners and potentially the teachers.