Orla Wilson

Careers
Ms Maguire

Careers Project --
Primary School Teaching
December 2018

Interest Profiler
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General Descriptions (Top 3):
➔ Linguistic
"I like work that involves speaking or writing about things. I like the opportunity to
express myself through discussion and debate, and communicating using a variety of
media."

➔ Creative
"I like work that allows me to express my ideas or imagination. I like a flexible workplace
where there is room to develop and expand my creativity"

➔ Social
"I like working with people. I would prefer to be in direct contact most of the time, maybe
helping, teaching or simply talking or discussing things."

Linguistic

General
Linguistic types enjoy work involving the creation and exchange of information through writing,
electronic media or the spoken word. These people prefer unstructured environments where
there is time to use their imagination to compose their words and thoughts, and time to express
and communicate what they feel.

Interests
The Linguistic interests are usually focused on ideas and information exchange. They tend to
like reading a lot, and enjoy discussion about what has been said. Some will want to write about
their own ideas and may follow a path towards journalism, or story writing or editing. Others will
develop skills in other languages, perhaps finding work as a translator or interpreter. Most
Linguistic types will enjoy the opportunity to teach or instruct people in a topic they are
interested in.

Activities
Linguistic activities include writing and reworking text to make it more presentable to certain
audiences (e.g. Editor, Technical Writer), evaluating and assessing documents (e.g. Critic, Script
Writer), exploring alternative media to express and present ideas (e.g. Media Executive,
Multimedia Writer), creative writing (e.g. Author), translation of written or spoken material,
creative expression of a script (e.g in Drama, Acting), and skilled wording of material for
persuasive, technical or entertainment purposes (e.g. Lawyer, Radio & TV Presenter).
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Typical Career Sectors
Advertising, Marketing and PR - Classic Arts, Languages and Culture - Education -
Entertainment and Performing Arts - Law and Legal - Media and Publishing

Career Examples
Broadcast Journalist, Proofreader, Multimedia Writer, Editor, Solicitor, Communications
Manager, PR Executive.

Creative

General
Creative types like work that involves using personal imagination to create something new - a
new design, colour scheme, piece of art or music etc. These types enjoy beauty, and are
interested in variety - liking unusual sights, sounds, places, people and ideas.

Interests
Creative' people are drawn to careers and activities that enable them to take responsibility for
the design, layout or sensory impact of something (visual, auditory etc). They may be drawn
towards the traditional artistic pursuits such as painting, sculpture, singing, or music. Or they
may show more interest in design, such as architecture, animation, or craft areas, such as
pottery and ceramics. Creative people use their personal understanding of people and the world
they live in to guide their work. Creative people like to work in unstructured workplaces, enjoy
taking risks and prefer a minimum of routine.

Activities
Creative' activities may include exploring colour, shape, composition, and rhythm (e.g. fine art,
music), exploring the space we live in and the materials we use (e.g. architect), using one's
sensitivity to people's needs in order to design and decorate places or people (e.g. interior
design, beautician, fashion designer), or refining physical skills (e.g. singer, sculptor, potter,
mime artist).

Typical Career Sectors

Art, Craft and Design - Advertising, Marketing and Public Relations - Building and Construction -
Classic Arts, Languages and Culture - Entertainment and Performing Arts - Fashion and Beauty.

Career Examples
Graphic Artist, Beautician, Animator, Musician, Dancer, Film Producer, Creative Director,
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Architect.
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Social

General
Social types enjoy spending lots of time with people, and often make a profession out of
providing some form of care or assistance to them. They like a work environment where they
meet and discuss issues that concern individuals, often in a supportive and nurturing role.

Interests
The Social person's interests focus on some aspect of those people in their environment. In all
cases the social person enjoys the personal contact of other people in preference to the
impersonal dealings with things, data and ideas found in other groups. Many will seek out
positions where there is direct contact with the public in some advisory role, whether a
receptionist or a counsellor. Social people are motivated by an interest in different types people,
and like diversity in their work environments. Many are drawn towards careers in the caring
professions and social welfare area, whilst others prefer teaching and other 'informing' roles.

Activities
The Social person's activities may include being receptive to others' needs (e.g Hospitality
Assistant, Nurse), giving information and general guidance (e.g. Driving Instructor), teaching
(e.g. School Teacher), listening and collecting information (e.g. Garda, Care Worker), providing
professional guidance (e.g. Counsellor, Legal Advisor), and negotiating, mediating and resolving
conflicts (e.g. Probation Officer).

Typical Career Areas

Education - Fashion & Beauty - Healthcare - Hotel, Catering & Tourism - Sales - Social & Caring.

Career Examples
Bartender, Dental Hygienist, Nurse, Receptionist, Teacher, Psychologist, Flight Attendant, Garda,
Social Worker.
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Career Sectors
Education & Teaching
The Work: Teaching at any level, including professional training, or involved in the design and
development of courses and the qualifications that they lead to.
At College: Includes subjects that will lead to a qualification to teach or carry out other work in a
school, college or other educational setting.

Law & Legal

The Work: Involved in the administration of the law, defending the rights of individuals and
organisations.
At College: Includes legal research/writing, property law, human rights, politics, economics,
public policy, labour law, or constitutional law.

Media & Publishing

The Work: Communicating information through various forms of media, e.g. TV, Radio,
newspapers, the internet, and film.
At College: Study the techniques and theories of traditional media (newspaper, TV) and/or new
digital media (Social Media, Internet), writing and editing, and research.

Personality Profiler
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Idealist

Idealist - Description

Idealists are concerned with personal growth, and want their life to be meaningful and
significant. They like being with people, sharing with them, and encouraging them. This is the
most philosophical of the four Temperaments, and they place a high value on being true and
honest with themselves and others. They like to see people grow and develop, and are always
ready to help out when a friend needs them.

Idealists are happiest when:

They have time to reflect on their own personal development and relationships
They are relating and communicating to others at a deeper than normal level
They have something to contribute to the world
They can devote lots of time to whatever meaningful project they are involved in
They can assist people to get along with each other and work together

Idealists…
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Dream of love, affection and authenticity

Value compassion, sympathy and rapport
Dislike hypocrisy, deception and insincerity
Respect nurturing, empathy, and sharing of feelings
Interests
Idealists tend to study the humanities. They seek careers facilitating the personal growth of
others, whether through education, counselling, or other pursuits that promote the happiness
and fulfillment of individuals and society.

Idealist - Careers

Idealists enjoy jobs that are personally meaningful rather than routine. They value harmony and
are not comfortable in competitive positions, although they will stand up for their principles.
They prefer to work in organisations that are democratic and that encourage a high degree of
participation from all staff. Idealists can be happy in a very wide range of career areas.

Being imaginative, enthusiastic and personable, they can do almost anything that interests
them. They are highly creative in dealing with people and are great at inspiring a group spirit and
getting people to work together.

They are likely to lose interest in jobs that become routine or lack personal purpose. It is also
likely that they are not great with jobs that require a lot of detail and follow-through over a period
of time. Their preference is for jobs that allow creativity and variety in day-to-day operations.

They are likely to be attracted to organisations that promote humanistic values or towards jobs
that allow them to help others find fulfilment. They may be attracted towards Human Resources
and Personnel occupations as well as in Teaching, Consulting, Counselling and the Arts.

Career: Primary School/Gaelscoil Teacher

The Work
Teachers at primary level generally teach all areas of the primary curriculum and are generalist
rather than specialist teachers, as the primary curriculum is an integrated curriculum. They have
a large responsibility of the class and with their teaching techniques.
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Out of school hours they are expected to prepare lessons, and keep up with new
developments in specific subjects or in education as a whole. Teaching can be a quite stressful
job but also quite rewarding.

Tasks and Activities

The following is a list of the most commonly reported tasks and activities for this occupation

➔ Instruct students individually and in groups, adapting teaching methods to meet

students' varying needs and interests.

➔ Teach basic skills such as color, shape, number and letter recognition, personal hygiene,
and social skills.

➔ Observe and evaluate children's performance, behavior, social development, and

physical health.

➔ Establish and enforce rules for behavior, and policies and procedures to maintain order
among students.

➔ Demonstrate activities to children.

➔ Provide a variety of materials and resources for children to explore, manipulate, and use,
both in learning activities and in imaginative play.

➔ Read books to entire classes or to small groups.

➔ Establish clear objectives for all lessons, units, and projects, and communicate those
objectives to children.

➔ Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate
creative play, learning and motor-skill activities, and safety.

➔ Identify children showing signs of emotional, developmental, or health-related problems,

and discuss them with supervisors, parents or guardians, and child development
specialists.
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Work Activities
The following is a list of the most commonly reported work activities in this occupation.

➔ Establishing and Maintaining Interpersonal Relationships: Developing constructive and

cooperative working relationships with others, and maintaining them over time.

➔ Thinking Creatively: Developing, designing, or creating new applications, ideas,

relationships, systems, or products, including artistic contributions.

➔ Organizing, Planning, and Prioritizing Work: Developing specific goals and plans to
prioritize, organize, and accomplish your work.

➔ Coaching and Developing Others: Identifying the developmental needs of others and
coaching, mentoring, or otherwise helping others to improve their knowledge or skills.

➔ Coordinating the Work and Activities of Others: Getting members of a group to work
together to accomplish tasks.

➔ Training and Teaching Others: Identifying the educational needs of others, developing
formal educational or training programs or classes, and teaching or instructing others.

➔ Updating and Using Relevant Knowledge: Keeping up-to-date technically and applying
new knowledge to your job.

➔ Communicating with Supervisors, Peers, or Subordinates: Providing information to

supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in
person.

➔ Making Decisions and Solving Problems: Analyzing information and evaluating results
to choose the best solution and solve problems.

➔ Developing and Building Teams: Encouraging and building mutual trust, respect, and
cooperation among team members.

Knowledge
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The following is a list of the five most commonly reported knowledge areas for this
occupation.

➔ Education and Training: Knowledge of principles and methods for curriculum and
training design, teaching and instruction for individuals and groups, and the
measurement of training effects.

➔ English Language: Knowledge of the structure and content of the English language
including the meaning and spelling of words, rules of composition, and grammar.

➔ Psychology: Knowledge of human behavior and performance; individual differences in

ability, personality, and interests; learning and motivation; psychological research
methods; and the assessment and treatment of behavioral and affective disorders.

➔ Customer and Personal Service: Knowledge of principles and processes for providing
customer and personal services. This includes customer needs assessment, meeting
quality standards for services, and evaluation of customer satisfaction.

➔ Public Safety and Security: Knowledge of relevant equipment, policies, procedures, and
strategies to promote effective local, state, or national security operations for the
protection of people, data, property, and institutions.
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Skills
The following is a list of the most commonly reported skills used in this occupation.

➔ Learning Strategies: Selecting and using training/instructional methods and procedures

appropriate for the situation when learning or teaching new things.

➔ Active Listening: Giving full attention to what other people are saying, taking time to
understand the points being made, asking questions as appropriate, and not interrupting
at inappropriate times.

➔ Social Perceptiveness: Being aware of others' reactions and understanding why they
react as they do.

➔ Monitoring: Monitoring/Assessing performance of yourself, other individuals, or

organizations to make improvements or take corrective action.

➔ Reading Comprehension: Understanding written sentences and paragraphs in work

related documents.

➔ Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of
alternative solutions, conclusions or approaches to problems.

➔ Judgment and Decision Making: Considering the relative costs and benefits of potential
actions to choose the most appropriate one.

➔ Active Learning: Understanding the implications of new information for both current and
future problem-solving and decision-making.

➔ Speaking: Talking to others to convey information effectively.

➔ Writing: Communicating effectively in writing as appropriate for the needs of the

audience.

Personal Qualities

Teachers do not merely need good academic ability; they must be able to communicate their
knowledge clearly and in an interesting fashion. They must also be able to establish a good
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relationship with their pupils and be prepared to take on considerable responsibility.

Infinite patience and a sense of humour are great assets.

Entry Routes
Entry to Primary School Initial Teacher Education (ITE) is regulated by the Department of
Education and Skills (DES).

There are five main providers of programmes of Primary ITE in Ireland and Hibernia College.

Institution
DCU / St. Patrick's College Drumcondra, Dublin
DCU / Church of Ireland College of Education
Marino Institute of Education, Dublin
Mary Immaculate College Limerick
Froebel College of Education, NUI Maynooth

The majority of these providers offer both undergraduate (concurrent) and postgraduate
(consecutive) teacher training courses. (The Church of Ireland College of Education only offers
concurrent and Hibernia College only offers consecutive courses).

In recent years, the duration of ITE has been extended. Full-time undergraduate programmes for
primary teachers (B. Ed) are now four years in duration across all institutions. Postgraduate
programmes for primary teaching (PME) are now two-years.

For a small number of mature students (those aged 23+) there is an alternative route of entry to
primary teacher education, outside the CAO system. The process combines an interview with
possession of the minimum academic entry requirements.

Persons who successfully complete the ITE course must also be registered by the Teaching
Council.

Post-Graduate Route

This is now a two-year post-graduate Professional Masters in Education (PME):

➔ Mary Immaculate College - Professional Master of Education (Primary Teaching)

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➔ DCU / St Patrick's College, Drumcondra - Professional Master of Education (Primary
Teaching)

➔ Marino Institute of Education - Professional Master of Education (Primary Teaching)

➔ Hibernia College -
An on-line Higher Diploma in Arts in Primary Education, accredited by the Higher
Education and Training Awards Council (HETAC), is provided by Hibernia College.
Hibernia College is a privately-owned, non-state-funded, company. This is a part-time
blended learning course which takes place over 2 years and the Higher Diploma is
recognised by the Teaching Council for the purposes of primary teaching.

Related Occupations
➔ Fitness / Aerobics Instructor
➔ Art Therapist
➔ Guidance Counsellor - Post Primary
➔ Childcare worker
➔ Creche Assistant
➔ Driving Instructor
➔ Montessori Teacher
➔ Teacher - Nursery/Playgroup
➔ Teacher - Post Primary
➔ Teacher - Physical Education
➔ Lecturer - Third Level
➔ Guidance Counsellor - Adult Education
➔ Careers Adviser
➔ IT Trainer
➔ Community Education Officer
➔ Teacher - Art and Design
➔ Classroom Assistant
➔ Computer Trainer / Instructor
➔ Road Safety Officer
➔ Staff Trainer
➔ Teacher - English as a Foreign Language
➔ Lecturer / Teacher- Further Education
➔ Special Needs Assistant - SNA
➔ Information Officer - Adult Guidance
➔ Teacher - Agricultural Science
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➔ Museum Educator
➔ Bean an Tí
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Earnings
Salary Range = €31 - 60
(thousands per year)*

Related Information:
New teachers currently start on a salary of €30,702. From September 2016, this will increase by
€796 to a total of €31,498 and again in September 2017 by €796 to €32,294.

* The lower figures typically reflect starting salaries. Higher salaries are awarded to those with
greater experience and responsibility. Positions in Dublin sometimes command higher salaries.

Growth Rate — Statistics

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Courses Available
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Marino Institute of Education — Bachelor in Education
(Primary)

During the programme you will learn about adult, adolescent and early childhood education
through attendance at classes, hands on learning, reading and skill development. The modules
delivered on the programme encompass the themes of life-long learning, ethics and social
justice, education and culture, and education policies and practices. The modules cover
technology, the arts, curriculum and programme design, policy analysis and much more. In
addition to the core modules you will select a specialisation module, in an area of interest,
which you pursue through the first three years of the programme. You will also select an
optional module each year.

A work placement is integral to each year of the programme. This can take place in locations
such as education centres, non-government organisations (NGOs), arts/culture and media
organisations, community education programmes, programmes run by the Department of
Education and Skills as well as in formal educational institutions from pre-school to third level
and further education. All students undertake an internship in the final year of the programme in
an education setting of their choice.

Career Opportunities
The degree of B.Sc. in Education Studies provides skills and competencies that are useful in a
wide range of careers. Many opportunities exist in the area of education and training. On
completion of the programme you could work as an adult educator, an instructional designer, an
education officer, or an education advisor.

Entry Requirements

Minimum entry requirements

G

No. of Leaving Cert subjects: 6

q
Grade H5 on a higher level paper in not less than three subjects.
q

Grade 06/H7 in three subjects

d

Minimum grades:
q

Irish – H4
q

Maths – H7/O4
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s

English – H7/O4
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Course Structure
Year 1
School Placement & School Placement Studies
Middle Classes
Foundation Studies
Philosophical & Historical Understandings of Education 1
Psychology in Education
Curriculum Studies/Methodologies
English Methods/Irish Methods
Mathematics Methods/Social Environmental & Scientific Education (SESE)
Physical Education
Social Personal Health Education (SPHE)
Arts Education (Visual Arts)
Religious Education
Professional Studies/The Practice of Teaching
Teaching & Learning 1 (Approximations of Practice)
Classroom Communication, Organisation & Management
Subject Knowledge/Content Knowledge Competence Specialism
English/Irish Language, Literacy & Literature

Year 2
School Placement & School Placement Studies
Senior Classes
Foundation Studies
Language Study
Sociology/Psychology in Education
Inclusive Education
Curriculum Studies/Methodologies
English Methods/Irish Methods
Physical Education
Social Personal Health Education (SPHE)
Social, Environmental & Scientific Education (SESE)/Maths Methods
Arts Education (Drama)
Professional Studies/The Practice of Teaching
Creative Technologies
Integration, Imagination & Innovation
Subject Knowledge/Content Knowledge Competence Specialism
English/Irish Language, Literacy & Literature
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Year 3
School Placement & School Placement Studies
Early Years Education
Foundation Studies
Early Childhood Education
Curriculum & Assessment/Sociology
Curriculum Studies/Methodologies
English Methods/Irish Methods
Mathematics Methods
Social, Environmental & Scientific Education (SESE)
Arts Education (Music)
Professional Studies/The Practice of Teaching
Teaching & Learning
Communicative Competence in Irish & English for School & Community
Subject Knowledge/Content Knowledge Competence Specialism
Mathematics

Year 4
School Placement & School Placement Studies
Linked to research project
Foundation Studies
Philosophical & Historical Understandings of Education 2
Inclusive Education/Psychology/Early Childhood Education
Children’s Literature Studies
Curriculum Studies/Methodologies
Teacher as Knowledgeable Professional (Mathematics)
Subject Knowledge/Content Knowledge Competence Specialism
Research Specialism & Dissertation
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DCU — Bachelor in Education

Entry Requirements
A minimum of six Leaving Certificate subjects at Grade 06/H7, to include the subjects English
OR Irish AND the subject Mathematics. In addition, applicants must present at least two
subjects at grade H5.

Exception:

Bachelor of Education (Primary Teaching) (DC002, DC003 and DC004)

A minimum of six Leaving Certificate subjects at Grade 06/H7, to include a H5 in Irish, 05/H7 in
English and 06/H7 in Mathematics. Applicanst must present at least three subjects at grade H5.

Course Structure
In Years One and Two, students cover the basics needed for teaching. You will come to
understand how children think and learn in active ways. Your curriculum courses will prepare
you to teach all the subjects of the primary curriculum using approaches that develop children’s
understanding and motivation. You’ll also take modules in Psychology, Philosophy Sociology of
Education and History of Education.

In Year Three, you will review what you’ve learned to date and will apply it in different situations.
Your understanding of classroom contexts and of how to plan for rich learning experiences will
be enriched. You’ll learn how to work with children in ways that are democratic and enable them
to engage in an ethical way with the world.

Year Four focuses on deepening your expertise. It will provide you with opportunities to think
about big ideas in education such as social justice, inclusion and working in a school
community. You will also undertake a research project.

Students spend time in schools in each year, with extended placements in each of Years Three
and Four. You will start by observing the class teacher and will build up gradually to teaching all
day. Throughout your placements, support will be provided by both faculty and school staff.

The BEd also enables you to specialise in key areas of learning. In Year One you’ll select a
maximum of three from English, Gaeilge, Geography, History, Mathematics, Music, and Religious
Studies. You can continue with one of these as a Major Specialism in Years Two to Four.
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Alternatively, you may decide to opt for Early Childhood Education, Digital Learning, Science
Education, Human Development, Physical Education, Literacy Education, Geo Learning, or
Special and Inclusive Education. (The number of places on some specialisms is restricted and
options are subject to change).
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Maynooth — B ED Bachelor Of Education -PrimaryTeaching

A year of study is 60 credits.

Year 1

Year 2
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Year 3

Year 4
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Suitable Subjects and Expected Leaving Certificate Results:

Maths - H3 - H4
English - H2
Irish - H1 - H3
French - H2 - H3
Biology - H2
Music - H1 -H2
History - H2 - H3

Family Influences

Mum — Marketing
Dad — Engineering
Brother — Engineering

I think that it’s fairly safe to say that I am not interested in engineering, despite my family’s
history. I have no interest in complicated maths and physics and so I don’t think that it would be
a good fit for me. I think I could be interested in marketing, although I also believe there are
other things that would be better suited to me such as teaching or law.

Influence with teaching — Aunt (Geography and Music teacher)

Conclusion and Summary

I've always had an interest in Primary School teaching, probably since I was in Primary School
myself, and it was interesting to see that it is something that I am well suited to. One thing that I
was surprised with was the limited amount of courses available for this career. I was also a bit
disappointed that were no courses available in the big Dublin universities such as UCD and
Trinity College. That being said, there are still a number of courses available that would suffice,
they are just a bit far away from home!

Primary School teaching is definitely a career option for me, I’ve already done some work
experience in a school this year. I really enjoyed the week there and it reaffirmed to me that this
could be a possible career for me.