Choice, challenge and conviction: teacher perspectives on teaching the patrons' curriculum in primary schools in the Republic of Ireland
This article explores the initial findings of a quantitative study of 254 primary school teachers' perspectives on teaching the patrons' curriculum in primary schools in Ireland. This research represents the first cross-sectoral study of teachers' attitudes to teaching "Religious...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2025
|
| In: |
Journal of Religious Education
Year: 2025, Volume: 73, Issue: 3, Pages: 367-384 |
| Further subjects: | B
Patrons’ programme
B Religious Education B primary schools B Ethical education B Teacher attitudes B Multi-belief education |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a This article explores the initial findings of a quantitative study of 254 primary school teachers' perspectives on teaching the patrons' curriculum in primary schools in Ireland. This research represents the first cross-sectoral study of teachers' attitudes to teaching "Religious/Ethical/Multi-belief and Values Education - The Patrons" Programme' (National Council for Curriculum and Assessment (NCCA, 2023) in Catholic, Equality-based (Educate Together), Multidenominational and Protestant schools in the Republic of Ireland (ROI). The article sets the scene for this recent research, by introducing briefly the primary system of education in Ireland and the emergence of multiple patrons allied to the evolution of diverse patrons' curricula within the changing educational system. It overviews recent developments in Ireland including the Primary Curriculum Framework for Primary and Special Schools. (NCCA, 2023) which introduced the curriculum area called Religious/Ethical/Multi-belief and Values Education - The Patrons "Programme". In tandem with its exploration of teachers' attitudes to teaching this curricular area and subject, it also explores the implications of an Irish National Teachers Organisation (INTO) survey (2025) of over 1000 teachers' attitudes to the teaching of RE in Ireland. These two initiatives place in larger context the findings of the authors' quantitative research involving a survey of teachers' attitudes to teaching RE in primary schools of diverse patronage in Ireland. The research provides insight into the attitudes and concerns of participants to teaching the different patrons' curricula in diverse primary school sectors. It observes the extent to which teachers feel empowered to enact these curricula varies significantly; revealing a desire for choice among teachers in faith-based schools and some challenges for teachers in multi-belief classrooms. This research raises crucial questions, not only about the fractured identity of religious education (RE) in the primary curriculum in Ireland, but also about teachers' uncertain and evolving attitudes to teaching this curricular area. | ||
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