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Papers by Pauline Logue

In 2006 GMIT, Letterfrack launched its first teacher training initiative; a level 8 programme in ... more In 2006 GMIT, Letterfrack launched its first teacher training initiative; a level 8 programme in Design and Technology Education, with the aim of teacher training (for second level) in the technical subject areas. This initiative was followed by the establishment of a Higher Diploma in Education (Technology) in 2009, aimed at students who had previously graduated from GMIT, Letterfrack. With a view to both flexible and innovative practice, both programmes employed different approaches to microteaching. In the former case, local sixth class children were taught in laboratory circumstances in the GMIT, Letterfrack campus. In the latter case, student teachers engaged in the microteaching process, in situ, in a Co. Galway second level school.The aim of the research was to conduct a comparative analysis of both models of microteaching (described above) with a view to establishing best practice. The context was that of reflective and transformatory practice on the part of the lecturers in Education, GMIT, Letterfrack. An action-research approach was adopted. Primary research methods included semi-formal interviews and focus groups with student-teachers, video analysis of microteaching experiences, informal student-teacher evaluations from the primary and second level pupils, and expert interviews with the second level school principals and co-operating staff.The research analysis indicated that both approaches facilitated significant learning experiences for student teachers. Differences were identified in relation to the maturational readiness of the student-teacher, demonstration of classroom management skills, and impact upon both student-teachers and second level learners. The research recommends the continued flexible use of both models. It significantly affirms the effectiveness of the GMIT, Letterfrack innovation of training student teachers in the more real environment of the school. It argues for a phased pedagogical approach to microteaching, where learning outcomes reflect a developmental process in teacher training, mirrored in the methodological progression from peer and pupil laboratory microteaching to school-based microteaching.

AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 2019

Assessment is a driver of learning and shapes the approach and the depth of learning that takes p... more Assessment is a driver of learning and shapes the approach and the depth of learning that takes place. When a programmatic approach to assessment is adopted, that includes a formative assessment strategy, what can result is enhanced skills and competencies on the part of students. Presented in this paper is part of a larger research study into the assessment practices in the education of undergraduate Medical Scientists in the Irish context. Ireland boasts three Institutes that each offer a level 8 degree programme in Medical Science. To fully understand the assessment practices of these programmes an insight into the reflections of the students involved is required. The aim of this phase of the study is to report the student experiences and attitudes with respect to assessment on these three programmes. All students registered in the programmes during 2017 2018 academic year were invited to complete an online anonymous questionnaire. The questionnaire containing both open and clos...

In an attempt to displace traditional lecturing hierarchies with a co-learning dynamic, the lectu... more In an attempt to displace traditional lecturing hierarchies with a co-learning dynamic, the lecturer-as-learner paradigm was explored in GMIT Letterfrack. An action research study was carried out in the context of a final year level 8 degree Professional Studies module (2012- 2013) which had a cohort of nineteen students. Two lecturers piloted a team teaching model of delivery in order to explore the effectiveness of parallel teaching, alternate teaching, and co-teaching formats. A co-learning model was adopted, where lecturers participated in the dual roles of lecturer and learner, in structured dialogue with students. This dynamic was made possible by means of student-led weekly lecturer evaluations/critiques, which were systematically built into the weekly timetable. This mechanism reversed traditional classroom roles, regularly re-positioning the lecturer as student, and providing lecturers with student-led direction. Both lecturer and student perspectives were examined. One par...

Introduction: The research partners in this action research study are the Galway-Mayo Institute o... more Introduction: The research partners in this action research study are the Galway-Mayo Institute of Technology, Letterfrack (GMITL) and QDS, Cope Foundation, Cork. GMITL is a provider of undergraduate initial teacher education (ITE) for second level teachers in the technical subjects Construction Studies and Design and Communication Graphics. QDS is service provider for adults with intellectual and physical challenges, specialising in wood technology and manufacture. GMITL student teachers engage in a civic engagement placement with QDS using the model of service learning (SL). This study investigates student teacher perspectives on participation in the SL experience with QDS. The study aims to identify benefits and challenges arising out of this partnership.

In 2006 GMIT, Letterfrack launched its first teacher training initiative; a level 8 programme in ... more In 2006 GMIT, Letterfrack launched its first teacher training initiative; a level 8 programme in Design and Technology Education, with the aim of teacher training (for second level) in the technical subject areas. This initiative was followed by the establishment of a Higher Diploma in Education (Technology) in 2009, aimed at students who had previously graduated from GMIT, Letterfrack. With a view to both flexible and innovative practice, both programmes employed different approaches to microteaching. In the former case, local sixth class children were taught in laboratory circumstances in the GMIT, Letterfrack campus. In the latter case, student teachers engaged in the microteaching process, in situ, in a Co. Galway second level school.The aim of the research was to conduct a comparative analysis of both models of microteaching (described above) with a view to establishing best practice. The context was that of reflective and transformatory practice on the part of the lecturers in...

Assessment in Higher Education (HE) is widely accepted as fundamental to the learning process. T... more Assessment in Higher Education (HE) is widely accepted as fundamental to the learning process. The assessment strategy employed in a programme plays a major role in how, what and when students engage and as such influences the depth of learning that occurs. A well-structured holistic approach to assessment within a programme can be of a major benefit to both students and academics. The use of Peer Assessment (PA) and other more formative tools assists in the development of self-directed independent learners. A critical evaluation of the effectiveness of programme assessment strategies and methodologies involves the analysis of the current practice and the perceptions of all involved. As a starting point in the development of a framework for the cohesive inclusion of PA in the B.Sc(Hons) Medical Science degree programme in GMIT this paper presents an exploratory review of the current assessment methodology in use. Methodologically, following a documentary analysis approach, the...

The ITB Journal, 2000

When I first began to research the treatment of rape in theology some five years ago I was freque... more When I first began to research the treatment of rape in theology some five years ago I was frequently asked what rape had to do with theology. That is not a question I hear today. Largely due to scandals in both church and state a theological response has been demanded to the serious question of sexual abuse. That response is underway. This article presents a brief summary of central theological issues that arise from an analysis of the experience of rape victims. 1 It presents an overview of the treatment of rape in traditional and mainstream theology and finally it examines the contribution of certain feminist theologians who address the issue of sexual violence. Its focus is primarily that of the rape of women.

9th International Conference on Higher Education Advances (HEAd'23)

In the Irish context, there is an expectation for research to be embedded across the continuum of... more In the Irish context, there is an expectation for research to be embedded across the continuum of the teaching profession, including initial teacher education. The Teaching Council has set out the requirement for student teachers to engage in research on their own practice, while on school placement, which links learning in their higher education institutions and the host school. This paper aims to examine some of the factors which inhibit support for student teachers to engage in action research while on school placement. This case study uses a constructivist and interpretivist philosophy. The design and analysis are underpinned by the triangulation of qualitative data collection through questionnaires, focus groups, group interviews and semi-structured interviews. Themes are developed using thematic analysis. Key findings include challenges encountered in supporting student teachers to engage in action research, not least conducting research ethically, and the power dynamics at pl...

9th International Conference on Higher Education Advances (HEAd'23)

In 2020-2022 a select group of Irish educators, marine renewable energy proponents and sustainabi... more In 2020-2022 a select group of Irish educators, marine renewable energy proponents and sustainability stakeholders entered into dialogue with a view to enhancing post-primary educational resources. The paucity of educational resources in this field was highlighted, most notably those in the Irish language. This dialogue led to the development, and piloting of a bilingual (Irish and English) cross-curricular programme of learning - a Transition Year Unit - targeted at students aged 15-17. This study aims to evaluate the effectiveness of the learning unit with respect to enhancing knowledge in these novel areas. The methodology is a mixed methods case study. Data gathering processes include student questionnaires, stakeholder focus groups, and expert interviews. The main finding is the importance of stakeholder input into curriculum development to ensure the effectiveness of the Transition Year Unit of Learning, and to enhance learner engagement.. Furthermore, the study recommends tha...

Irish Journal of Technology Enhanced Learning, 2021

Within higher education, ePortfolios have been demonstrated to enhance professional development a... more Within higher education, ePortfolios have been demonstrated to enhance professional development and to promote critical thinking. In this context, one higher education level nine module, namely, the Professional Development Framework Portfolio module, was analysed. The module was piloted during the 2019-2020 academic year in one Irish Institute of Technology. It was intentionally designed to align with the Professional Development Framework promoted by the Irish National Forum for the Enhancement for Teaching and Learning. The primary aim of this study was to explore the effectiveness of an ePortfolio as a learning tool for professional development, in the context of the module’s delivery. An action research methodology was employed. Data collection tools and processes included a learner-questionnaire, an ePortfolio mapping analysis, and a dialogical reflection on the part of two lecturer-researchers. Salient findings were that the use of ePortfolios for the purpose of professional ...

Irish Educational Studies

The approach to, and the type of, assessment(s) that a Higher Education (HE) programme employs ca... more The approach to, and the type of, assessment(s) that a Higher Education (HE) programme employs can be key factors in the effectiveness of assessment as a tool of learning. Peer assessment (PA) has the potential to develop the evaluative competence of students in HE. In the Republic of Ireland (RoI) there are three Institutes that each deliver a professionally validated honours degree programme in Medical /Biomedical Science. The aim of this paper is to report on the experiences and views of the academic staff involved in these three programmes with respect to assessment. Presented here is one aspect of a larger study into assessment practices in the education of Irish Medical Scientists with the overall aim being the development of a framework for the structured inclusion of PA. An insight into the current practices, experiences and views of staff is an essential step in the development of an effective framework. All academic staff (n=80) involved in the three programmes were ...

This thesis is a contribution to the field of social ethics. Employing a process of ethnographic ... more This thesis is a contribution to the field of social ethics. Employing a process of ethnographic ethics, it provides an analysis of inner city ethics, within the Irish context. Taking the case of the Fatima Mansions social housing estate, inner city Dublin, the thesis examines whether one socially excluded, inner city community has distinctive moral values, codes and practices, which, when systematically documented and analysed, might provide the basis of a critique of selected formal sources of moral theology in the Irish context. The thesis begins with an overview of the context of research, both at the micro level of the Fatima Mansions community and at the macro level of Irish society (chapter one). A geographical, historical, social and religious profile of the Fatima Mansions community is provided in order to locate its distinctive value system and moral practice. An overview of dominant values in wider Irish society follows, which acts as a foundation for a subsequent critiqu...

Learning Connections 2019: Spaces, People, Practice, 2019

Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral... more Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the ...

Proceedings of the 3rd International Conference on Higher Education Advances, Jun 21, 2017

The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of I... more The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE). Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving GMIT student teacher participants (n=42). The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by student teachers at the GMIT 'Creativity and Innovation in Teaching' Conference (2016) (n=14), and 2) a textual analysis of student online forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of innovation, formative instructional practices and student-centred, active learning and design-led strategies in T&L. Challenges identified include classroom management and time management constraints.

In 2006 GMIT, Letterfrack launched its first teacher training initiative; a level 8 programme in ... more In 2006 GMIT, Letterfrack launched its first teacher training initiative; a level 8 programme in Design and Technology Education, with the aim of teacher training (for second level) in the technical subject areas. This initiative was followed by the establishment of a Higher Diploma in Education (Technology) in 2009, aimed at students who had previously graduated from GMIT, Letterfrack. With a view to both flexible and innovative practice, both programmes employed different approaches to microteaching. In the former case, local sixth class children were taught in laboratory circumstances in the GMIT, Letterfrack campus. In the latter case, student teachers engaged in the microteaching process, in situ, in a Co. Galway second level school.The aim of the research was to conduct a comparative analysis of both models of microteaching (described above) with a view to establishing best practice. The context was that of reflective and transformatory practice on the part of the lecturers in Education, GMIT, Letterfrack. An action-research approach was adopted. Primary research methods included semi-formal interviews and focus groups with student-teachers, video analysis of microteaching experiences, informal student-teacher evaluations from the primary and second level pupils, and expert interviews with the second level school principals and co-operating staff.The research analysis indicated that both approaches facilitated significant learning experiences for student teachers. Differences were identified in relation to the maturational readiness of the student-teacher, demonstration of classroom management skills, and impact upon both student-teachers and second level learners. The research recommends the continued flexible use of both models. It significantly affirms the effectiveness of the GMIT, Letterfrack innovation of training student teachers in the more real environment of the school. It argues for a phased pedagogical approach to microteaching, where learning outcomes reflect a developmental process in teacher training, mirrored in the methodological progression from peer and pupil laboratory microteaching to school-based microteaching.

AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 2019

Assessment is a driver of learning and shapes the approach and the depth of learning that takes p... more Assessment is a driver of learning and shapes the approach and the depth of learning that takes place. When a programmatic approach to assessment is adopted, that includes a formative assessment strategy, what can result is enhanced skills and competencies on the part of students. Presented in this paper is part of a larger research study into the assessment practices in the education of undergraduate Medical Scientists in the Irish context. Ireland boasts three Institutes that each offer a level 8 degree programme in Medical Science. To fully understand the assessment practices of these programmes an insight into the reflections of the students involved is required. The aim of this phase of the study is to report the student experiences and attitudes with respect to assessment on these three programmes. All students registered in the programmes during 2017 2018 academic year were invited to complete an online anonymous questionnaire. The questionnaire containing both open and clos...

In an attempt to displace traditional lecturing hierarchies with a co-learning dynamic, the lectu... more In an attempt to displace traditional lecturing hierarchies with a co-learning dynamic, the lecturer-as-learner paradigm was explored in GMIT Letterfrack. An action research study was carried out in the context of a final year level 8 degree Professional Studies module (2012- 2013) which had a cohort of nineteen students. Two lecturers piloted a team teaching model of delivery in order to explore the effectiveness of parallel teaching, alternate teaching, and co-teaching formats. A co-learning model was adopted, where lecturers participated in the dual roles of lecturer and learner, in structured dialogue with students. This dynamic was made possible by means of student-led weekly lecturer evaluations/critiques, which were systematically built into the weekly timetable. This mechanism reversed traditional classroom roles, regularly re-positioning the lecturer as student, and providing lecturers with student-led direction. Both lecturer and student perspectives were examined. One par...

Introduction: The research partners in this action research study are the Galway-Mayo Institute o... more Introduction: The research partners in this action research study are the Galway-Mayo Institute of Technology, Letterfrack (GMITL) and QDS, Cope Foundation, Cork. GMITL is a provider of undergraduate initial teacher education (ITE) for second level teachers in the technical subjects Construction Studies and Design and Communication Graphics. QDS is service provider for adults with intellectual and physical challenges, specialising in wood technology and manufacture. GMITL student teachers engage in a civic engagement placement with QDS using the model of service learning (SL). This study investigates student teacher perspectives on participation in the SL experience with QDS. The study aims to identify benefits and challenges arising out of this partnership.

In 2006 GMIT, Letterfrack launched its first teacher training initiative; a level 8 programme in ... more In 2006 GMIT, Letterfrack launched its first teacher training initiative; a level 8 programme in Design and Technology Education, with the aim of teacher training (for second level) in the technical subject areas. This initiative was followed by the establishment of a Higher Diploma in Education (Technology) in 2009, aimed at students who had previously graduated from GMIT, Letterfrack. With a view to both flexible and innovative practice, both programmes employed different approaches to microteaching. In the former case, local sixth class children were taught in laboratory circumstances in the GMIT, Letterfrack campus. In the latter case, student teachers engaged in the microteaching process, in situ, in a Co. Galway second level school.The aim of the research was to conduct a comparative analysis of both models of microteaching (described above) with a view to establishing best practice. The context was that of reflective and transformatory practice on the part of the lecturers in...

Assessment in Higher Education (HE) is widely accepted as fundamental to the learning process. T... more Assessment in Higher Education (HE) is widely accepted as fundamental to the learning process. The assessment strategy employed in a programme plays a major role in how, what and when students engage and as such influences the depth of learning that occurs. A well-structured holistic approach to assessment within a programme can be of a major benefit to both students and academics. The use of Peer Assessment (PA) and other more formative tools assists in the development of self-directed independent learners. A critical evaluation of the effectiveness of programme assessment strategies and methodologies involves the analysis of the current practice and the perceptions of all involved. As a starting point in the development of a framework for the cohesive inclusion of PA in the B.Sc(Hons) Medical Science degree programme in GMIT this paper presents an exploratory review of the current assessment methodology in use. Methodologically, following a documentary analysis approach, the...

The ITB Journal, 2000

When I first began to research the treatment of rape in theology some five years ago I was freque... more When I first began to research the treatment of rape in theology some five years ago I was frequently asked what rape had to do with theology. That is not a question I hear today. Largely due to scandals in both church and state a theological response has been demanded to the serious question of sexual abuse. That response is underway. This article presents a brief summary of central theological issues that arise from an analysis of the experience of rape victims. 1 It presents an overview of the treatment of rape in traditional and mainstream theology and finally it examines the contribution of certain feminist theologians who address the issue of sexual violence. Its focus is primarily that of the rape of women.

9th International Conference on Higher Education Advances (HEAd'23)

In the Irish context, there is an expectation for research to be embedded across the continuum of... more In the Irish context, there is an expectation for research to be embedded across the continuum of the teaching profession, including initial teacher education. The Teaching Council has set out the requirement for student teachers to engage in research on their own practice, while on school placement, which links learning in their higher education institutions and the host school. This paper aims to examine some of the factors which inhibit support for student teachers to engage in action research while on school placement. This case study uses a constructivist and interpretivist philosophy. The design and analysis are underpinned by the triangulation of qualitative data collection through questionnaires, focus groups, group interviews and semi-structured interviews. Themes are developed using thematic analysis. Key findings include challenges encountered in supporting student teachers to engage in action research, not least conducting research ethically, and the power dynamics at pl...

9th International Conference on Higher Education Advances (HEAd'23)

In 2020-2022 a select group of Irish educators, marine renewable energy proponents and sustainabi... more In 2020-2022 a select group of Irish educators, marine renewable energy proponents and sustainability stakeholders entered into dialogue with a view to enhancing post-primary educational resources. The paucity of educational resources in this field was highlighted, most notably those in the Irish language. This dialogue led to the development, and piloting of a bilingual (Irish and English) cross-curricular programme of learning - a Transition Year Unit - targeted at students aged 15-17. This study aims to evaluate the effectiveness of the learning unit with respect to enhancing knowledge in these novel areas. The methodology is a mixed methods case study. Data gathering processes include student questionnaires, stakeholder focus groups, and expert interviews. The main finding is the importance of stakeholder input into curriculum development to ensure the effectiveness of the Transition Year Unit of Learning, and to enhance learner engagement.. Furthermore, the study recommends tha...

Irish Journal of Technology Enhanced Learning, 2021

Within higher education, ePortfolios have been demonstrated to enhance professional development a... more Within higher education, ePortfolios have been demonstrated to enhance professional development and to promote critical thinking. In this context, one higher education level nine module, namely, the Professional Development Framework Portfolio module, was analysed. The module was piloted during the 2019-2020 academic year in one Irish Institute of Technology. It was intentionally designed to align with the Professional Development Framework promoted by the Irish National Forum for the Enhancement for Teaching and Learning. The primary aim of this study was to explore the effectiveness of an ePortfolio as a learning tool for professional development, in the context of the module’s delivery. An action research methodology was employed. Data collection tools and processes included a learner-questionnaire, an ePortfolio mapping analysis, and a dialogical reflection on the part of two lecturer-researchers. Salient findings were that the use of ePortfolios for the purpose of professional ...

Irish Educational Studies

The approach to, and the type of, assessment(s) that a Higher Education (HE) programme employs ca... more The approach to, and the type of, assessment(s) that a Higher Education (HE) programme employs can be key factors in the effectiveness of assessment as a tool of learning. Peer assessment (PA) has the potential to develop the evaluative competence of students in HE. In the Republic of Ireland (RoI) there are three Institutes that each deliver a professionally validated honours degree programme in Medical /Biomedical Science. The aim of this paper is to report on the experiences and views of the academic staff involved in these three programmes with respect to assessment. Presented here is one aspect of a larger study into assessment practices in the education of Irish Medical Scientists with the overall aim being the development of a framework for the structured inclusion of PA. An insight into the current practices, experiences and views of staff is an essential step in the development of an effective framework. All academic staff (n=80) involved in the three programmes were ...

This thesis is a contribution to the field of social ethics. Employing a process of ethnographic ... more This thesis is a contribution to the field of social ethics. Employing a process of ethnographic ethics, it provides an analysis of inner city ethics, within the Irish context. Taking the case of the Fatima Mansions social housing estate, inner city Dublin, the thesis examines whether one socially excluded, inner city community has distinctive moral values, codes and practices, which, when systematically documented and analysed, might provide the basis of a critique of selected formal sources of moral theology in the Irish context. The thesis begins with an overview of the context of research, both at the micro level of the Fatima Mansions community and at the macro level of Irish society (chapter one). A geographical, historical, social and religious profile of the Fatima Mansions community is provided in order to locate its distinctive value system and moral practice. An overview of dominant values in wider Irish society follows, which acts as a foundation for a subsequent critiqu...

Learning Connections 2019: Spaces, People, Practice, 2019

Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral... more Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the ...

Proceedings of the 3rd International Conference on Higher Education Advances, Jun 21, 2017

The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of I... more The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE). Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving GMIT student teacher participants (n=42). The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by student teachers at the GMIT 'Creativity and Innovation in Teaching' Conference (2016) (n=14), and 2) a textual analysis of student online forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of innovation, formative instructional practices and student-centred, active learning and design-led strategies in T&L. Challenges identified include classroom management and time management constraints.