Aoife Brennan

Dr.

Contact Details


F306
T:Ext. 9061

E:Aoife.Brennan@dcu.ie
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Aoife Brennan is an Associate Professor and Head of School of Inclusive and Special Education in DCU Institute of Education. She previously worked as a mainstream and learning support/resource primary teacher and as a Literacy Advisor with the National Professional Development Service for Teachers (PDST). Aoife teaches across a number of undergraduate and postgraduate teacher education programmes up to and including doctoral level, She has chaired a number of programmes, including the Professional Diploma in Special and Inclusive Education, Diploma in Inclusive and Special Education and the Masters in Special Educational Needs and she has coordinated the professional placement modules on the Grad Dip in Inclusive and Special Education. She is Chair of the International Professional Development Association (IPDA) Ireland and an Advisory Board Member for the International Symposium on Leadership for Professional Learning

Aoife's doctoral research (http://doras.dcu.ie/21956/) focused on exploring the impact of a professional learning community on teacher learning for inclusive practice. Since then, she has continued to engage in research on professional learning for inclusion, inclusive pedagogy, professional learning policy development and inclusive school leadership, which has been published in high-impact teacher education journals. She has led research projects including a Teaching Council funded project on the development of a university-school partnership to support collaborative teacher professional learning in PLCs for inclusive pedagogy in primary and post-primary schools and an international collaborative project on special classes in mainstream schools. She has supervised doctoral students in the areas of professional learning and inclusive school leadership, teacher resilience, and inclusive mathematics. Aoife is a member of the leadership team for the recently established Centre for Inclusive Pedagogy. 

Peer Reviewed Journal

Year Publication
2024 Brennan, A., Pennycook, C., & Barr, L. (2024) '“It didn’t feel like something extra we had to do; it was something we all looked forward to” - How school-based professional learning communities can reimagine teacher professional learning for inclusive practice'. Teachers and Teaching: Theory and Practice, . [DOI]
2024 Brennan, A.; Logan, A.; Pennycook, C.; Gorman, A.; Scanlon, D. (2024) 'Collaborative self-study in higher education: lessons from redesigning school placement during the pandemic'. Journal of Education for Teaching, 50 . [Link] [DOI]
2024 Doyle, A.; Conroy Johnson, M.; Scanlon, D.; Logan, A.; Silke, A.; Gorman, A.; Brennan, A.; Furlong, C.; O’Grady, S. (2024) 'Reconceptualising school placement assessment in initial teacher education: a figurational perspective'. European Journal of Teacher Education, 47 . [Link] https://doi.org/10.1080/02619768.2024.2345904
2023 Brennan, Aoife; Gorman, Alan (2023) 'Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities'. Professional Development in Education, 49 (6). [DOI]
2022 Brennan, A.; King, F. (2022) 'Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice'. Cambridge Journal of Education, 52 . [Link] [DOI]
2021 Aoife Brennan; Fiona King; Joe Travers (2021) 'Supporting the enactment of inclusive pedagogy in a primary school'. International Journal of Inclusive Education, 25 . [DOI]
2021 Raftery, A., & Brennan, A. (2021) 'Leading the Special Education Teacher Allocation Model : Examining the Perspectives and Experiences of School Leaders in Supporting Special and Inclusive Education in Irish Primary Schools'. REACH - Journal of Inclusive Education in Ireland, 34 (2):2-20. [Link] https://reachjournal.ie/index.php/reach/article/view/320
2020 Barr, L. & Brennan, A. (2020) 'Guided Repeated Reading: Supporting the Development of Reading Fluency for Pupils with Reading Difficulties in the Primary School Classroom'. LEARN - Journal of the Irish Learning Support Association, 41 :70-85. [Link]
2019 Brennan, A. (2019) 'Differentiation through Choice as an Approach to Inclusive Practice'. REACH - Journal of Inclusive Education in Ireland, 32 (1):11-20. [Link] https://reachjournal.ie/index.php/reach/article/view/13
2014 Brennan, A. (2014) 'Teaching comprehension to pupils with learning difficulties'. Irish Learning Support Association, 36 (1):77-86. [Link]

Book Chapter

Year Publication
2023 Jones, K., Ostinelli, G. & Alberto Crescentini (2023) 'Teacher Professional Learning in the Republic of Ireland: Policy Development to Policy Enactment' In: Innovation in Teacher Professional Learning in Europe: Research, Policy and Practice. UK : Routledge.

Published Report

Year Publication
2020 Ní Bhroin, Ó., O’ Brien, S., Balfe, T., Brennan, A., & Pennycook, C. (2020) Quality Assessment System of In-Service Teacher Training provided by the Education and Teacher Training Agency (QA-INSETT-ETTA). Dublin City University, . [DOI]

Conference Contribution

Year Publication
2024 Brennan, A. (2024) European Conference on Educational Research (ECER) Supporting teachers to enact inclusive pedagogy in an age of uncertainty: the future of sustainable teacher professional learning for inclusive education Nicosia, Cyprus, .
2024 Brennan, A. & Gorman, A. (2024) European Conference on Educational Research (ECER) How the identity formation of early-career principals/headteachers can provide insights into developing and supporting sustainable school leadership Nicosia, Cyprus, .
2024 Brennan, A. (2024) Leadership for Professional Learning Symposium Supporting teachers as leaders of school-based professional learning for inclusion Santiago, Chile, .
2023 King, F.,; Brennan, A.,; & Gorman, A. (2023) European Conference on Educational Research (ECER) Teacher Professional Learning in the Republic of Ireland: Policy Development to Policy Enactment Glasgow, Scotland, .
2023 Brennan, A. (2023) Innovative Solutions in Education: from Gamification to Artificial Intelligence Interactive Orals as an Innovative Assessment Approach in the Age of AI. Plenary Lecture Vilnius University, Lithuania, .
2022 Brennan, A. (2022) International Professional Development Association “It didn’t feel like something extra we had to do; it was something we all looked forward to” How school-based professional learning communities can help reimagine teacher professional learning for inclusive practice Online, .
2022 Aoife Brennan; Alan Gorman; Fiona King (2022) Teacher Education Policy in Europe Conference Teacher Professional Learning in the Republic of Ireland: Policy Development to Policy Enactment University of Graz, Austria, .
2021 Brennan, A. & Ní Bhroin, Ó. (2021) International Professional Development Association Leadership for Professional Learning Virtual Symposium Leading transformative online professional learning: opportunities, challenges and ways forward Online, .
2020 Brennan, A., Ní Bhroin, Ó., O'Brien, S., Balfe, T & Pennycook, C. (2020) International Professional Development Association: Imagining the post professional; Identity, ethics and response-ability beyond professional standards The design of a quality assessment tool to support effective PLD in the context of contemporary global challenges Online, .
2020 Ní Bhroin, Ó., Brennan, A., O'Brien, S., Pennycook, C. & Balfe, T. (2020) Education Studies Association of Ireland; Opening up education, options, obstacles and opportunities Exploring e-learning opportunities as a form of professional learning for teachers in Croatia Online, .
2019 Brennan, A. & Gorman, A. (2019) Teacher Education Policy Europe (TEPE) Annual Conference: Quality Teachers and Quality Teacher Education: Research, Policy and Practice Developing transformative models of professional learning for inclusive practice across the continuum of teacher education Krakow, Poland, .
2019 Brennan, A & King, F (2019) International Professional Development Association: Harnessing creativity in changing times Risk, resilience and professional learning across the professions Exploring a model of creative professional learning to sustain inclusive practice in changing times  Birmingham, .
2018 Brennan, A. (2018) International Professional Development Association: Border Crossings: Professional Development in the 21st Century Evaluating the Impact of a Professional Learning Community on Teacher Professional Learning for Inclusive Practice Birmingham, .
2018 Brennan, A. (2018) British Educational Research Association (BERA) Researching for Social Justice and Educational Improvement Supporting the development of teachers as agents of change in developing inclusion grounded in social justice University of Bedforshire, .
2018 Brennan, A. (2018) IATSE 2018:Thinking, Acting and Planning Inclusively Supporting teachers to enact inclusive practice DCU, .
2017 Brennan, A. (2017) Irish Learning Support Association (ILSA) Annual Conference 2017 Meeting the needs of all: Differentiation through Choice Tullow, Co. Carlow, .
2017 Brennan, A. (2017) Educational Studies Association of Ireland (ESAI) 42nd Annual Conference Supporting the enactment of inclusive pedagogy in a primary school: Implications for the new model of allocation UCC Cork, .
2015 Brennan, A. (2015) Paper presented at the South East Education Centre Region Fifth Annual Research Conference in Wexford Education Centre, Co. Wexford Teaching comprehension to pupils with learning difficulties Wexford Education Centre, .
2014 Brennan, A. (2014) Paper presented at the Fourth Annual Post Graduate Conference in Humanities and Education The value of reflective teaching in an era of technical rationality St. Patrick's College, Drumcondra, .

Thesis

Year Publication
2017 Brennan, A. (2017) Exploring the impact of a professional learning community on teacher professional learning for inclusive practice. THES [Link]
Certain data included herein are derived from the © Web of Science (2024) of Clarivate. All rights reserved.

Professional Associations

Association Function From / To
International Professional Development in Education IPDA Association -

Committees

Committee Function From / To
International Professional Development Association (IPDA) Ireland -

Employment

Employer Position From / To
DES Primary Teacher 01/09/2004 - 01/09/2014
Professional Development Service for Teachers (PDST) Advisor for Literacy 01/09/2014 - 19/01/2017
Dublin City University Assistant Professor 01/01/2017 -

Education

Start date Institution Qualification Subject
DCU Institute of Education Doctorate in Education
Trinity College Dublin Postgraduate Diploma
NUI Maynooth Postgraduate Diploma
Trinity College Dublin Masters in Education
St. Patrick's College Bachelor of Education

Reviews

Journal Role
Journal of Education Policy Reviewer
Teaching and Teacher Education Reviewer
Cambridge Journal of Education Reviewer
INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION (ONLINE) Reviewer

Media

Title Year Type Authors
Let’s Talk Education Research: Transformative Professional Learning for Inclusive Practice (Episode 16)) 2023 Podcast Brennan, A & Tiernan, P.

Research Interests

Inclusion, special education, inclusive pedagogy, leadership for inclusion, collaboration, teacher professional learning, professional learning communities, policy in inclusive and special education, differentiation

Research Projects

Title Role Description Start date End date
Supporting teachers’ professional learning for inclusive practice through professional learning communities. PI 03/01/2022 26/01/2023
Teacher Fellow Evaluation Project Researcher 03/10/2022 03/10/2023
Documenting early-career primary and post-primary principals’ identity formation Researcher 01/09/2020 01/12/2021
Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice PI 01/02/2021 31/08/2021
Developing a Quality Assessment Tool of the System of In-Service Teacher Training (INSETT) Provided by the Education and Teacher Training Agency (ETTA) in Croatia Researcher 06/05/2019 03/08/2020
Evaluating the long-term impact of a professional learning community on teacher professional learning for inclusive practice. Co-PI 28/03/2017
Supporting teacher professional learning and development (PLD) for inclusive practice through professional learning communities (PLCs) DCU PI 01/10/2020 30/09/2021
Higher Education Teachers Supporting Placement Online Researcher 01/03/2021 31/10/2021

Current Postgraduate Students

Student Name Degree Supervision
Raftery ,Aidan Doctor of Education Supervisor

Teaching Interests

Inclusive education, inclusion and diversity, differentiation and methodolgies, inclusive pedagogy, literacy education.

Modules Coordinated

Term Title Subject
2023 Inclusion and SEN Si420
2022 Curriculum, Pedagogy & Current Issues SI802
2022 Planning, Teaching and Learning for All, 1 SI716
2022 Planning, Teaching and Learning for All, 2 SI717
2022 Inclusion for Pupils with SEN SI605