Dr Rose Dolan

Education

Gaeilge agus fáilte

Lecturer
Assistant Professor

Maynooth University School of Education
Second
205
(01) 708 3686

Biography

Dr Rose Dolan is a lecturer, teacher educator and researcher in MU Department of Education.  

After graduating with a degree in Natural Sciences (Microbiology) from Trinity College, Rose completed her Higher Diploma in Education in Maynooth University (MU). She then taught science, mathematics and biology at second-level for 10 years and completed her M.Ed. in 2001 where her thesis focused on youth leadership development in schools. She joined the staff of MU Department of Education in 2003 and led the postgraduate initial teacher education programme there from 2003 to 2016.

In 2011, she was awarded her PhD from the University of Cambridge, England where her research focused on the professional development of teacher educators in an Irish university. She lectures and researches on teacher education practice and policy, both in Ireland and Internationally. Her research continues to focus on the professional development of Teacher Educators across the continuum.

She is currently the programme leader of the Doctor of Education in MU and she also leads the teacher education strands on the M Ed and the Doctorate.

Research Interests

Research interests include:
  • Professional Development of teacher educators
  • Teacher Education Policy
  • Combining Action Research and Critical Reflective Practice
  • The Continuum of Teacher Education
  • Experiences of Student Teachers while on School Placement
  • Induction of Beginning Teachers
  • Teachers' Professional Learning
  • The differing roles for Teacher Educators across the continuum.

Research Projects

  Project Role Funding Body / Program Description Start Date End Date Award (€)
Teachers’ professional learning through Masters study in Ireland. Co PI / Non Commercial 01-NOV-20 01-DEC-21 2000
Writing as a professional development activity for pre-service teacher educators PI / Non Commercial 01-SEP-11 01-SEP-12 4400
Combat Diseases of Poverty Consortium Consortium member with responsibility for Education Strand / Government State Bodies 01-SEP-07 01-SEP-11 1440000
Introducing Development Education to pre-service teachers PI / Government State Bodies 01-SEP-06 01-JUN-07 5000
Developing Mathematical Thinking. A research project with pre-service maths teachers PI / Industry: MNC 01-SEP-06 01-SEP-07 5376

Peer Reviewed Journals

  Year Publication
2019 'Changing identities and practices: transitioning from the role of supervisor to placement tutor in initial teacher education in Ireland'
Walsh T.;Dolan R. (2019) 'Changing identities and practices: transitioning from the role of supervisor to placement tutor in initial teacher education in Ireland'. Professional Development in Education, 45 (4):527-538 [DOI] [full-text] [Details]
2017 'SHAPING A NEW ETHICAL LANDSCAPE IN TEACHER EDUCATION: AN IRISH EXPERIENCE IN AN INTERNATIONAL CONTEXT'
Dolan, R;Hogan, P (2017) 'SHAPING A NEW ETHICAL LANDSCAPE IN TEACHER EDUCATION: AN IRISH EXPERIENCE IN AN INTERNATIONAL CONTEXT'. Bordon-Revista De Pedagogia, 69 :93-108 [DOI] [full-text] [Details]

Book Chapters

  Year Publication
2019 'Strategies Employed by Pre-service Teacher Educators in Ireland in Order to Develop Second-Order Knowledge'
Dolan, R. (2019) 'Strategies Employed by Pre-service Teacher Educators in Ireland in Order to Develop Second-Order Knowledge' In: Murray, J., Swennen, A., Kosnik, C (eds). International Research, Policy and Practice in Teacher Education. Switzerland: Springer International Publishing. [DOI] [Details]
2017 'Teacher Education Programmes: A Systems View'
Dolan, R. (2017) 'Teacher Education Programmes: A Systems View' In: Clandinin, D.J. and Husu, J (eds). The SAGE Handbook of Research on Teacher Education. London: SAGE. [Details]
2016 'Initiation and Implementation: Changes to Teacher Education in Ireland'
Dolan, R. (2016) 'Initiation and Implementation: Changes to Teacher Education in Ireland' In: J. Michael Spector, Dirk Ifenthaler, Demetrios G. Sampson, Pedro Isaias (eds). Competencies in Teaching, Learning and Educational Leadership in the Digital Age. Springer International Publishing: Springer. [DOI] [full-text] [Details]
2011 'Leadership and the curriculum: a question of trust'
Collins, T. and Dolan, R. (2011) 'Leadership and the curriculum: a question of trust' In: Leading and Managing Schools. California: SAGE Publications. [DOI] [Details]
2010 'Education for the 21st Century – a new paradigm'
Dolan, R and Collins, T. (2010) 'Education for the 21st Century – a new paradigm' In: Aspirations for Ireland. Dublin: Columba Press. [Details]
2007 'The Competences Debate and Teacher Professional Development'
Dolan R. and Gleeson, J. (2007) 'The Competences Debate and Teacher Professional Development' In: The Competences Approach to Teacher Professional Development: Current Practice and Future Prospects Armagh: SCoTENS 2007. [full-text] [Details]

Edited Books

  Year Publication
2019 Pushing Boundaries, Expanding Vistas: Celebrating the Work of John Coolahan
Walsh, T. and Dolan, R (Ed.). (2019) Pushing Boundaries, Expanding Vistas: Celebrating the Work of John Coolahan Maynooth: Maynooth University Department of Education. [Details]

Conference Contributions

  Year Publication
2019 Standing Conference on Teacher Education North and South Annual Conference.
MacPhail, A., Dolan, R. and Ni Dhuinn, M (2019) Standing Conference on Teacher Education North and South Annual Conference. [Oral Presentation], The development of an Irish National Teacher Education and Teacher Educator Forum: the next steps, Cavan, Ireland [Details]
2019 ATEE Annual Conference.
Dolan, R. (2019) ATEE Annual Conference. [Oral Presentation], From Teacher to Teacher Educator: the effects of formal study on practice and identity, Bath Spa University, UK [Details]
2019 IPDA International Conference.
Dolan, R. (2019) IPDA International Conference. [Oral Presentation], How does the Ed D influence Professional Discourse and Workplace Practices?, Birmingham, UK [Details]
2019 American Educational Research Association (AERA).
Ní Dhuinn, M., Prendergast, M., Dolan, R., MacPhail, A., Young, A. (2019) American Educational Research Association (AERA). [Oral Presentation], Leveraging education research as an instrument in a Post-Truth Era to address national and infrastructural dilemmas in reconfiguring Initial Teacher Education programmes in Ireland, Toronto, Canada [Details]
2018 IPDA Annual Conference.
Dolan, R. (2018) IPDA Annual Conference. [Oral Presentation], From teacher to teacher educator: developing the knowledge base through formal study, , Birmingham, UK [Details]
2018 ECER Annual Conference,.
Dolan, R., Beck, A., Malone, A., Snoek, M., & Verberg, C. (2018) ECER Annual Conference,. [Oral Presentation], Teacher-Research from An International Perspective (Ireland, Scotland and the Netherlands) Se, Bolzano, Italy [Details]
2017 Teacher Education and Teacher Educator National Forum.
Dolan R. and Walsh, T. (2017) Teacher Education and Teacher Educator National Forum. [Oral Presentation], What’s in a Name? Transitioning from the Role of Supervisor to Placement Tutor, University of Limerick [Details]
2017 ECER Annual Conference.
Dolan, R. (2017) ECER Annual Conference. [Oral Presentation], Teacher Preparation Programs: A Systems View, Copenhagen, Denmark [Details]
2017 ECER Annual Conference.
Dolan, R. and Malone, A. (2017) ECER Annual Conference. [Oral Presentation], A Study of Pre-service Teachers’ Development through use of Action Research and Lesson Study, Copenhagen, Denmark [full-text] [Details]
2016 ECER Annual Conference.
Dolan, R. and O'Grady, S. (2016) ECER Annual Conference. [Oral Presentation], The Changing Experiences of Student Teachers On School Placement From Maynooth University: A Longitudinal Study- 2009-2016, Dublin, Ireland [Details]
2016 ECER Annual Conference.
Dolan, R. and Walsh, T. (2016) ECER Annual Conference. [Oral Presentation], Changing Identities and Practices? Transitioning from the Role of Supervisor to Placement Tutor in Initial Teacher Education, UCD, Dublin [Details]
2015 ECER Annual Conference.
Dolan, R. and Klassen, R. (2015) ECER Annual Conference. [Oral Presentation], Selection for Teacher Education in the UK and the Republic of Ireland: A Proposal for Innovation, Budapest, Hungary [Details]
2014 Invited Panel at Cognition and Exploratory Learning in the Digital Age (CELDA) Conference.
Schrum, L., Dolan, R., Ifenthaler, D., Huang, R., Niederhauser, D. and Strudler, N. (2014) Invited Panel at Cognition and Exploratory Learning in the Digital Age (CELDA) Conference. [Oral Presentation], A Global Conversation about Competencies and Challenges for 21st Century Teachers and Learners, Porto, Portugal [Details]
2014 American Educational Research Association (AERA).
Dolan, R. (2014) American Educational Research Association (AERA). [Oral Presentation], Journaling was a challenge... Professional Development Activities for HEI placement tutors, Philadelphia, USA [Details]
2014 World Educational Research Association Annual Conference.
Dolan, R. (2014) World Educational Research Association Annual Conference. [Oral Presentation], The Evolution of the Teacher Educators' Role in the Republic of Ireland, Edinburgh, Scotland [Details]
2014 Educational Studies Association of Ireland Annual Conference.
Dolan, R. adn O'Grady, S. (2014) Educational Studies Association of Ireland Annual Conference. [Oral Presentation], Changing experiences of pre‐service teachers on school placements between 2009 and 2014, Athlone, Ireland [Details]
2013 EU Presidency Conference.
Dolan, R. and Murray, J. (2013) EU Presidency Conference. [Oral Presentation], From Teacher to Teacher Educator: Issues and Perspectives, Dublin Castle [Details]
2013 Joint Managerial Body Conference.
(2013) Joint Managerial Body Conference. [Oral Presentation], Assessment for Learning - Theory into Practice, Croke Park, Dublin [Details]
2012 European Conference on Educational Research.
Dolan, R. (2012) European Conference on Educational Research. [Oral Presentation], “Conceptualising the Knowledge Development of New Teacher Educators in Ireland”, Cadiz, Spain [Details]
2012 European Conference on Educational Research (ECER).
Dolan, R. (2012) European Conference on Educational Research (ECER). [Oral Presentation], What, How, Where? Transmuting knowledge-in-action into knowledge-of-practice, Cadiz, Spain [Details]
2012 Educational Studies Association of Ireland Annual Conference,.
Dolan, R. (2012) Educational Studies Association of Ireland Annual Conference,. [Oral Presentation], “Every step you take is a step away from where you used to be: the professional development of teacher educators in Ireland, Cork [Details]
2011 Re-imagining Initial Teacher Education: Perspectives on Transformation Conference.
Dolan, R. (2011) Re-imagining Initial Teacher Education: Perspectives on Transformation Conference. [Oral Presentation], “Solitary Rambles, Group Walks and Signposted Trails: Learning Pathways for Teacher Educators”, Dublin, Ireland [Details]
2011 AISHE Annual Conference.
Dolan, R. (2011) AISHE Annual Conference. [Oral Presentation], I Teach Teaching: Transmuting knowledge-in-action into knowledge-of-practice, Dublin, Ireland [Details]
2010 European Conference on Educational Research (ECER).
Dolan, R. (2010) European Conference on Educational Research (ECER). [Oral Presentation], How did you learn to be a pre-service teacher educator, Helsinki, Finland [Details]
2009 Staff Development Day.
(2009) Staff Development Day. [Oral Presentation], An Introduction to Reflective Practice, Institute of Technology Tallaght [Details]
2008 Educational Studies Association of Ireland (ESAI) Annual Conference.
Dolan, R. and Quirke-Bolt, N. (2008) Educational Studies Association of Ireland (ESAI) Annual Conference. [Oral Presentation], Student Teachers – potent levers for change?”, Galway, Ireland [Details]
2007 Invited presentation to the Teaching Council,.
Dolan, R. and O'Doherty, T. (2007) Invited presentation to the Teaching Council,. [Oral Presentation], Teaching Competences and Standards, Galway, Ireland [Details]
2006 International Symposium on Values in Teacher Education.
Rickard, A., Dolan, R. and Malone, A. (2006) International Symposium on Values in Teacher Education. [Oral Presentation], Integrating Tools for Reflection, Germany [Details]
2006 Educational Studies Association of Ireland (ESAI) Annual Conference.
Dolan, R., Harford, J. and Walsh, B. (2006) Educational Studies Association of Ireland (ESAI) Annual Conference. [Oral Presentation], The Rhetoric and Reality of Induction Policy in Ireland, Dublin, Ireland [Details]
2005 European Conference on Educational Research (ECER).
Dolan, R. and Walsh, B. (2005) European Conference on Educational Research (ECER). [Oral Presentation], Who’s Teaching the Teachers?, Dublin, Ireland [Details]
2003 Educational Studies Association of Ireland (ESAI) Annual Conference.
Dolan, R. (2003) Educational Studies Association of Ireland (ESAI) Annual Conference. [Oral Presentation], Issues of Diversity in the Induction of Newly Qualified Teachers in Post-Primary Schools, Belfast, Northern Ireland [Details]
2002 Educational Studies Association of Ireland (ESAI) Annual Conference.
Dolan, R. (2002) Educational Studies Association of Ireland (ESAI) Annual Conference. [Oral Presentation], Today’s Youth, Today’s Leaders, Dublin, Ireland [Details]

Blog

  Year Publication
2020 Teacher educator conversations prompted by the COVID-19 pandemic: opportunities and responsibilities.
Dolan, R. (2020) Teacher educator conversations prompted by the COVID-19 pandemic: opportunities and responsibilities. Blog [Details]

Thesis

  Year Publication
2012 ‘A step away from where you used to be’ – The Development of Teacher Educators’ Professional Knowledge in an Irish University.
Dolan, R. (2012) ‘A step away from where you used to be’ – The Development of Teacher Educators’ Professional Knowledge in an Irish University. University of Cambridge: Thesis [Details]
2001 “Today’s Youth, Today’s Leaders and Citizens”. An exploration of the effect of youth leadership training on senior cycle pupils.
Dolan, R. (2001) “Today’s Youth, Today’s Leaders and Citizens”. An exploration of the effect of youth leadership training on senior cycle pupils. NUI Maynooth: Thesis [full-text] [Details]

Honours and Awards

  Year Title Awarding Body
2020 IPDA Scholarship International Professional Development Association
2019 Maynooth University Publication Fund Maynooth University
2010 Visiting Scholar Queen's University, Kingston, Ontario, Canada
2009 Jean Rudduck Bursary University of Cambridge

Professional Associations

  Association Function From / To
Internatonal Professional Development Association IPDA supports and promotes professional development of education practitioners, stimulate discussion around policy and practice and disseminates research related to professional learning. /
European Educational Research Association EERA is a learned society founded specifically for the purposes of: encouraging collaboration amongst educational researchers in Europe promoting communication between educational researchers and international governmental organisations such as the EU, Council of Europe, OECD and UNESCO improving communication amongst educational research associations and institutes within Europe disseminating the findings of educational research and highlighting their contribution to policy and practice /
Association of Teacher Educators in Europe The Association for Teacher Education in Europe (ATEE) is a non-profit European organisation, whose aim is enhancing the quality of Teacher Education in Europe and supporting the professional development of teachers and teacher educators at all levels. /
American Educational Research Association (AERA) Member /

Committees

  Committee Function From / To
PAC-PDE Steering Committee Departmental Representative 2006 / 2009
Steering Committee of the National Pilot Project on Post-Primary Teacher Induction Steering Committee member 2006 / 2011
The Social Research Ethics Subcommittee (SRESC) Committee member 2020 /
International Professional Development Association Ireland Committee member 2018 /
Maynooth University Teaching and Learning Committee Faculty of Social Sciences Representative 2019 /
Maynooth Alumni Advisory Board. Faculty of Social Sciences Representative 2019 /
Faculty of Social Sciences Teaching and Learning Committee Committee member 2012 / 2014
Standing Committee of Heads of Education and Teacher Unions Departmental Representative 2013 / 2014
Standing Committee of Heads of Education and Teacher Unions Departmental Representative 2006 / 2009
Faculty of Social Sciences Research Committee Member 2017 /
National Teacher Education and Teacher Educator Forum Steering Committee 2017 /
PAC-PDE Steering Committee Chairperson 2013 / 2016
Sub-committee for Initial Teacher Education of SCoTENS (Standing Committee of Teacher Education North and South) Chair 2004 / 2008

Education

  Year Institution Qualification Subject
2001 NUI Maynooth Masters in Education
2012 University of Cambridge Faculty of Education PhD
1994 NUI Maynooth Higher Diploma in Education
1989 Trinity College B.A. (mod)

Consultancy

  Client Description
Teaching Council
External Advisor for Qualifications Assessment

Reviews

  Journal Role
Cogent Arts And Humanities Reviewer
European Journal Of Teacher Education Reviewer
Australian Journal Of Teacher Education Reviewer

Other Activities

  Description

Board of Management Lucan Community College The Education Act 1998 describes the role of the Board of Management as managing the school on behalf of the patron and for the benefit of the students and their parents and to provide or cause to be provided an appropriate education for each student at the school for which that board has responsibility. The Board of Management meets approximately twice a term throughout the school year and deals with matters including review and approval of policies, appeals regarding refusal to enrol and other matters, disciplinary hearings and teaching and learning matters. The Principal reports to the Board regarding attendance and punctuality updates, suspensions, referrals to social services, admissions process, student attainment and school activities.

Teaching Interests

Modules for Academic Years 2018-19 and 2019 - 20

Undergraduate

ED406 Teacher as a Critically Reflective Practitioner
The process of becoming a teacher involves changing one’s perspective. This module facilitates that transition using the lenses of Philosophy of Education, Sociology of Education and Psychology of Education to provide the necessary conceptual tools. The philosophical writings in the area of reflective teaching and diversity in educational settings will be explored.

Postgraduate - Masters

ED618 Contextualising and Communicating your Research
This module aims to support the writing and design of students’ theses and projects. It will enhance students’ communicative and collaborative capacities by focusing on academic writing and the research process, broadly conceived. The seminars will offer students a group-based approach to undertaking their research and will provide opportunities to present and discuss research concerns within a supportive, collaborative atmosphere. Students will identify their research topics and problems, contextualise them within relevant educational research traditions and develop a coherent framework in which to explore them.

ED666 Teacher Education: Policy and Issues 
Education has many contested discourses in relation to its values, practices and influences. Murray (2008) has drawn attention to the necessity for teacher educators to have a knowledge base beyond the limited local knowledge of teacher education. Professional development of those who work in the field of teacher education should include a focus on the policies that inform and influence the field and on discourses that underpin the ways in which the purpose of education is understood.
This module examines the development of policy in relation to teacher education and teacher educators at national and international levels. It considers issues such as equality and gender and their influences on the development of the teacher educator. National and international considerations of current issues such as school culture and organisation, the evolving role of teachers, the changing nature of learning and learners and factors that influence on schools as learning environments for pupils and teachers, facilitate a broader and deeper understanding of the first order setting i.e. the school.

ED667 Teaching about Teaching: From Teacher to Teacher Educator
Those who become teacher educators in the Republic of Ireland do so without any requirement to register with a professional body, without any formal period of study of the foundation disciplines of teacher education, without engagement with appropriate pedagogical strategies for teaching adults and with no formally supervised practice of teaching. This is not unique to Ireland. In almost all European countries one becomes a teacher educator without any formal qualification, preparation or induction into the role (Kosnik, 2008). Two key European Commission policy documents, The Green Paper on Teacher Education in Europe (Buchberger, Campos, Kallos & Stevenson, 2000) and Supporting Teacher Educators for Better Learning Outcomes (European Commission, 2012) have highlighted concern about the lack of training for and induction into the teacher education profession, including appropriate methodologies for working with adult learners. This module focuses on the cognitive and practical processes of transitioning from first-order to second-order practitioner, with specific emphasis on the knowledge and capabilities required.

Postgraduate - Doctoral

ED890 Knowledge and Policy in Educational Practice
The introductory module to the Doctorate in Education focuses on knowledge and policy in educational practice. The first section of the module will critically explore the nature and forms of knowledge and the ways in which different kinds of knowledge are developed and communicated. There will be a particular focus on knowledge-of and -for practice. The module then considers the development and implementation of educational policy. Participants will examine the different kinds of policy, the ways in which policy is developed and will use critical policy sociology to analyse how policies may advantage and disadvantage different groups within education.

Key Discourses in Teacher Education 
Education has many contested discourses in relation to its values, practices and influences. How we conceive the purpose of education has a deep effect on what we view as good teaching and learning, thereby impacting on our resultant definition of quality educational practices. Murray (2008) has drawn attention to the necessity for teacher educators to have a knowledge base beyond the limited local knowledge of teacher education. Professional development of those who work in the field of teacher education should include a focus on the policies that inform and influence the field and on discourses that underpin the ways in which the purpose of education is understood. This module examines the development of policy in relation to teacher education and teacher educators at national and international levels. Using historical, philosophical and sociological lenses, this module will examine issues such as equality and gender and their influences on the development of the teacher and teacher educator. National and international considerations of current issues such as school culture and organisation, the evolving role of teachers, the changing nature of learning and learners and factors that influence on schools as learning environments for pupils and teachers, facilitate a broader and deeper understanding of the first order setting i.e. the school. 

What is Educational Research?
Drawing inspiration from Stenhouse’s (1975) definition of research as “systematic enquiry made public”, this module seeks to develop doctoral students’ understanding of and capacity to engage in educational research. Throughout the module, students will engage with the underlying philosophies of different forms of educational research and the practices employed to design and implement a piece of education research. The ethics that underpin the conduct of research will also be considered. 

Academic Writing - Communicating your Research
This module provides participants with the opportunity to engage in writing and to be part of a writing group. It will focus on supporting participants in developing their academic writing, including the use of referencing software. It will also assist participants in effectively communicating their ideas in both written and oral forms.

Analysing Qualitative Research Data
The process of analysing qualitative data involves moving from the data to understanding, explaining and interpreting the phenomena in question (Taylor and Gibbs, 2010, p.1.). There is no single or correct way to do this as fitness for purpose is a guiding principle in qualitative data analysis. In this module, students will learn to analyse qualitative data by engaging in analysis of their own data.  Note: In order to participate in this module, students must have gathered qualitative data and be ready to engaged in data analysis. The module is not appropriate for doctoral students who are developing their research question or designing their data gathering instruments.

Recent Postgraduates

  Graduation Student Name University Degree Thesis
2019 Wesley Keith Young Maynooth University PhD Imagined Futures: The impact of mlearning and access to mobile technology on the role of the teacher