Irish Teachers' Experience of Professional Development: Performative or Transformative Learning?

Consistent with the impact of globalisation and international social movements in general, the rather conservative and stable educational system in Ireland has been buffeted severely over the past two decades by a major acceleration in the pace of change and the extent of policy churn. Now that the Celtic Tiger has died, it is a time for reflection: what has been the impact of unprecedented spending on the continuing professional development of teachers on the quality of teaching and learning? Through a multi-focal lens of curriculum reform and professional development from policy and practice perspectives, this paper provides a critical meta-analysis of available research in the setting. It is anticipated that key messages regarding overload, time for learning, the necessity to conceptualise a more coherent and comprehensive policy for building pedagogical and leadership capacity rather than delivering "inservice" are legacies and lessons that will resonate readily with emerging findings on professional renewal and systemic reform in other contexts. (Contains 4 tables and 12 notes.)