CENTRE for CROSS BORDER STUDIES

The immediate aim of this project is to build on the experience of the successful first phase of the North/South Student-Teacher Exchange project (2002-2005) in order to provide evidence, through a fourth year of exchanges feeding into an in-depth longitudinal research study, of the need to 'mainstream' a system of trainee teachers doing a key part of their teaching practice in schools in the other Irish jurisdiction. The longer-term aim is to create a cohort of young teachers, North and South, who have had experience in working in primary schools in the other jurisdiction and will thus be able to influence future generations of pupils in prejudice reduction and greater mutual understanding, both vital for peace and reconciliation on the island of Ireland.

It will also strengthen the links already forged by the 2002-2005 first phase (funded by Measure 5.2 of the Peace and Reconciliation Programme) between six colleges of education on the island: the mainly Protestant Stranmillis University College and the Catholic St Mary's University College in Northern Ireland; and the Church of Ireland College of Education and the three mainly Catholic colleges - St Patrick's College Drumcondra, Marino Institute of Education and Froebel College of Education - in Dublin (EU restrictions about the geographical spread of project expenditure have ruled out Mary Immaculate College in Limerick from Phase Two).

The external evaluator of the first phase called this project "a courageous, inclusive and groundbreaking exchange" and "an experience that has been transformational" for the student teachers involved. She said it was "visionary and idealistic in that it sees the potential that young teachers have to influence many, many young minds in the course of their long teaching careers."

After the fourth year of exchanges (2006-2007), involving 20 student teachers, the key element in this second phase will be a longitudinal research study (2007-2008) of the impact of the whole project (phases one and two) on the 100 young teachers who have participated in it. A leading educational researcher will be employed to carry out a postal survey of these young teachers and their 'host' teachers in participating schools, and then organise semi-structured interviews and focus groups with a significant proportion (40-45) of the participating teachers. S/he will be looking at how the exchange has impacted in a lasting way on the personal and professional attitudes of the young teachers, and will be seeking evidence of the incorporation of peace and reconciliation elements into their teaching practices as a result of the exchange.

One of the weaknesses of most EU and government-funded cross-border (and cross-community) education projects has been the almost total absence of any longitudinal research into their impact on the attitudes of the young people taking part in them. The promoters of the North/South Student Teacher Exchange project propose to remedy this gap in the teacher education sector (the only educational area for North/South co-operation laid down by the Belfast Agreement) through this research-based follow-up project.

The need for an extension of the North/South Student Teacher Exchange to carry out research into how the attitudes of participants have changed as a result of the project is summed up by the fourth strand of the definition of reconciliation as outlined by the Peace II Programme. It is an attempt to research and measure, through a highly successful cross-border education project: "changes in how people relate to, and their attitudes towards, one another. A culture of respect for human rights and human difference is developed, creating a context where each citizen becomes an active participant in society and feels a sense of belonging."

In her analysis of the first three years of this project, the external evaluator noted that that the pre-exchange baseline data showed "almost total ignorance" of the other jurisdiction - its education system, culture and tradition, and socio-political situation". In contrast, the post-exchange data reflected "an upbeat enthusiasm from the participants for the learning and insights gained over the exchange period."

She recommended "carrying out some research on the graduates of the programme to date, in order to ascertain how the project has taken hold. It would be important to explore whether the enthusiasm and resolve documented in the post-exchange evaluations have been maintained." She noted that "there now is a critical mass of young people who have participated in the exchange, and it is hoped that the benefits that accrued from their exchange experience will last and mature with the passage of time."

The project promoters now propose to test this positive but preliminary evaluation through a longer and deeper research exercise.

The key research question will be:

• Did the experience of the exchange cause the young teachers to change their practices and attitudes - either directly through continuing cross-border contacts or adapting their curricular or teaching methods as a result of lessons learned, or indirectly through increasing interest in and understanding of peace and reconciliation issues in Ireland and elsewhere?

Specific Objectives

1. To bring the number of student teachers involved in the exchange to 100.
2. To involve teachers in 'host' schools for the first time
3. To gather a critical mass of former participants in the project so as to carry out a longitudinal research study into changing personal and professional attitudes, and changing pedagogical practices, as a result of the project.
4. To publish and disseminate a report on the impact of a North/South educational exchange project deemed highly successful by its evaluator on medium-term pedagogical practices and attitudes to peace and reconciliation among those who participated in it, notably the student teachers taking part in the exchange and the teachers in the host schools.
5. To work with the Departments of Education, North and South, to disseminate the lessons of this research through a dissemination conference and Continuing Professional Development courses for teachers. This fifth point would be part of sustainability strategy of this project - the aim would be that this element would be pursued in the post-EU funding phase of the project, with funding applied for from the Departments themselves and other funding bodies such as the Standing Conference on Teacher Education North and South (SCoTENS), the Nuffield Foundation etc).

Specific Outputs

1. 20 more student teachers placed in teaching practice places in schools in the other jurisdiction bringing the total cohort of these teachers who have worked for extended periods in classrooms over the border to 100.
2. 20 teachers from 'host' schools participating, for the first time, in a study day with Directors of Teaching Practice and selected student teachers.
3. A ground-breaking longitudinal research study on the impact on the pedagogical practices and personal and professional attitudes of the young participants in a successful cross-border teacher education exchange. Given the paucity of such studies this will be of vital use to educational policy makers and others interested in the impact of cross-border educational exchanges in helping to pave the way towards reconciliation in Ireland.