Dr. Alan Gorman:

With regard to the Senator's first question, within recent years and the reconceptualisation of initial teacher education in Ireland, in particular, there is a much stronger focus on the process of reflection and inquiry. Within that, higher education institutions are looking at engaging student teachers, in particular, in that area of challenging their hegemonic assumptions or beliefs and looking at the pedagogy of discomfort and having those uncomfortable questions around that. It proves to be a very interesting experience with student teachers.

Interestingly, that has been called for, especially for principals or teachers moving into the role of principalships within schools, in terms of the notion of leadership and leading an inclusive school. Their understanding of inclusion and what an inclusive school is, is important, as is looking at those hegemonic assumptions or beliefs which the Senator has discussed.

It comes back to the point I raised previously in terms of the role. It is very important those agencies, such as the centre for school leadership and the professional development service for teachers, PDST, support early-career principals and continue to engage in that kind of critical dialogue mentioned. It should remain a policy priority at initial teacher education, ITE, and induction levels and within continuing professional development, CPD. There is promise with Cosán, the Teaching Council's policy on professional development, which is still in a consultative process but there is promise there. That should be included within that as well.