Health & Human Performance

Biographical Details:

Eimear completed a degree in Physical Education, Sport Science and Theology at Newman College in Birmingham. She then completed a PGCE in Physical Education at Loughborough. Eimear then returned to work at a Sport College in Birmingham where she taught at both primary and secondary school levels. She was involved in a Best Practice Research Scolarship Research Project in collaboration with Loughborough University. Eimear also worked as a Consultant for Birmingham Local Education Authority where she provided professional development for PE departments and trainee teachers in the area of Instructional Models for engaging underachieving and disaffected pupils. Whilst teaching, Eimear also held a seat on the National Teacher Research Panel which is charged with making research more accessible to practicing teachers. Eimear then moved into Initially Teacher Education working as a Senior Lecturer on both undergraduate and post graduate programmes at Liverpool John Moore University where she worked as the Route Leader for the Key Stage 2-3 with Physical Education Programme. She has been working at DCU since 2009 as a Lecturer in Physical Education but contributes across the School.

Research Interests:

- Continuous Professional Development; Teacher Education - Mentoring and the impact of socialisation upon trainee teachers' sense of identity and agency whilst on teaching practice - The impact of engaging in Professional Learning Communities upon teacher Education - How PE Teachers are implicated in the aetiology of disordered eating and body disatisfaction in secondary school aged girls - The impact of Sport Education upon disaffected and underachieving pupils and their engagement, attainment and behaviour.

Selected Peer Reviewed Journals

• Holland Eimear. 2008. Evaluating the impact of trainees' engagement in the early development of a professional learning community upon perceptions of their own subject knowledge and support structures and their appreciation of their own and others' professional knowledge. Innovations in Practice. 1, 1, pp62-65.

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• Holland, E. and Armour, K, Mentors: Role Models or Mannequin Moulders, In: Dr. Ann MacPhail et al ed.AIESEP 2011: Moving People, Moving Forward, 22-JUN-11 - 25-JUN-11, University of Limerickk
• Ryrie, A., Money, J., Holland, E., Sibley, J. and Fairclough, S. J., Understanding fundamental movement skills in primary and special education school settings: the perspectives of teachers and sports coaches , In: BERA Council and / or The National Advisory Panel ed.The BERA Annual Conference, 01-SEP-10 - 04-SEP-10, University of Warwick, 36 -
• Holland, E., Mentors: Role Models or `Mannequin Moulders? , In: Dr. Deborah Tannehill and Dr. Mary O' Sullivan ed.PEPAYS: A Shared Vision for Physical Education, Physical Activity and Youth Sport, 17-JUN-10 - 18-JUN-10, University of Limerick
• Holland, E., Trainee PE Teachers¿ Reactions to Socialisation Processes whilst on Placement and Their Coping Strategies In The Face of Them, Education Studies Association of Ireland: Borders, Boundaries and Identities: Education in Challenging Times, 25-MAR-10 - 27-MAR-10, Crown Plaza, Dundalk, 55 -
• Holland, E., ¿The impact of engaging in the development of a `Professional Learning Community¿ (PLC) upon trainee teachers¿ perception of their own subject knowledge and appreciation of and engagement with their own and others¿ professional knowledge¿, BERA PESP SIG: New Researchers Seminar, 23-MAR-09 - , Birmingham University
• Holland, E., "Sport Education: A vehicle for the inclusion of underachieving and disaffected Students", In: National Teacher Research Panel ed.National Teacher Research Conference: Engaging Teacher Expertise, 06-MAR-06 - 07-MAR-06, Birmingham, 1 - 4