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This paper provides a critical reflection on teacher education and professional development in Northern Ireland between 2003 and 2018. It argues that whilst there is much about teacher education in Northern Ireland that is to be commended, the unique socio-historical, political and cultural context within which it operates may be considered as a 'Wicked Problem' which currently mitigates the potential to develop the teaching profession to best effect. Two key issues which highlight the Wicked Problem are addressed: the extended process of teacher education review; and a focus on the infrastructure of the system. The paper concludes by suggesting that future policy priorities need to value and promote existing strengths and cohere around the new approach to 'Shared Education' and the 'Learning Leaders Strategy' in order to build a mature system of teacher education to meet the challenges of a changing Northern Ireland.

The purpose of this paper is to consider how a small Catholic institute of higher education (HE) attempts to balance the broad demands of globalisation with the need to adhere to, promote and develop its foundation as a Catholic college. The paper begins with a consideration of the changes which have taken place in HE in the UK over the past 50 years and goes on to consider the response of the Church to this with regard to "Ex Corde Ecclesiae". Using an interpretive research paradigm, a threefold data collection was conducted in the case study institution. Data emerged from: observation; documentary analysis; and interviews. Despite the obvious limitations of the study, the data indicated that the Catholic ethos is clearly evident in the day-to-day practice of the college and is central to its success both as a Catholic institution and as a key provider of higher learning.

This study considers the effectiveness of initial teacher education in one university college in Northern Ireland in preparing students for teaching in an increasingly diverse society and promoting a culture of tolerance. A cohort of 168 students in their final year were surveyed and this was followed by three focus group interviews. The findings showed that the student population came from a largely similar sociocultural background, with little prior experience of diverse contexts. Although students viewed the accommodation of diversity as an important issue for teachers, a limited number felt comfortable with and prepared for dealing with diversity in the classroom. The paper proposes that alternative strategies need to be employed to ensure the more effective preparation of beginning teachers.