A shake-up of teacher training to allow it to keep pace with modern needs is expected to emerge from a review announced by the Minister for Education and Science yesterday.
Mary Hanafin signalled that the current academic approach of teacher training meant that it had failed to keep pace with the needs of contemporary Ireland.
"For example, one in five primary teachers is now working in special education. Every mainstream teacher now has a special education role," she said.
"We are seeing a growing emphasis on basic literacy and numeracy, underpinned by the findings of a number of important reports."
The review will see the department, the colleges of education, the education departments of universities and other interested parties shape the way forward.
Ms Hanafin questioned whether the current approach had kept pace with the changing demands teachers faced in the classrooms.
"I have in mind emerging areas such as special educational needs, information and communication technologies and science as well as the impacts of broader issues of social inclusion and multiculturalism," she said.
The review would explore a range of issues including:
• The skills gaps faced by newly qualified teachers in teaching children with special needs, either as a resource teacher or a mainstream teacher.
• How can we better equip mainstream class teachers with the training required for the early identification of learning difficulties and for assisting children with learning difficulties?
• Are our teachers adequately prepared to embrace the full potential of information and communications technologies as a tool for learning?
• Given the increasing awareness of the value of early childhood education, do we give our primary teachers a strong enough grounding in the distinctive skills required for teaching infants?
• Given the evidence about levels of literacy and numeracy, are our teachers equipped with the relevant range of skills needed to effect long-term improvement?
The Minister said: "I have concerns that the focus of provision has shifted too far towards academic studies at the expense of core teaching methodologies, teaching practice and the wider education science skills."