The Future of Education
Building Bridges Between Policy and Practice: Harnessing Communities of Practice for Educational Transformation
Niall Mulpeter, University of Limerick (Ireland)
Joanne O’Flaherty, University of Limerick (Ireland)
Orla McCormack, Department of Education and professional Studies (Ireland)
Abstract
The integration of values into education is increasingly prioritised worldwide, as educational systems strive to instil and sustain foundational principles. In Ireland, the Education Act (1998) emphasises the importance of ethos, or "characteristic spirit," within schools. In response, Education and Training Boards Ireland (ETBI) has introduced the ETBI Patrons’ Framework on Ethos (ETBI, 2022), aiming to embed sectoral values into publicly managed schools. To support with the enactment of this framework, a national Community of Practice (CoP) was established, bringing together ethos coordinators tasked with bridging the gap between sectoral policy and school-based practice.
This study explores the experiences of the ethos coordinators within this CoP, examining their roles in translating the value-based framework into practice in schools. Utilising thematic analysis of semi-structured interviews with ethos coordinators (n = 15), the research identifies four interconnected themes: Purpose, Praxis, Problems, and Policy (the 4 P’s). These themes reveal the complex dynamics of leadership and the practical challenges in enacting policy at school level.
Two central discussion points emerge: (1) Leadership Dynamics in Policy Enactment: Navigating Purpose, Praxis, Problems, and Policy, which explores participants’ experiences in leading value-driven initiatives, and (2) Facilitating Policy Enactment: Strategies for Integration in School Contexts, which highlights the role of CoPs in fostering collaboration and shared learning to address implementation challenges.
The findings underscore the critical role of strategic leadership and CoPs in bridging the divide between policy intentions and practical outcomes. By fostering a collaborative network, ethos coordinators contribute to a transformative approach that connects educational policy with practice, enhancing the collective capacity to nurture inclusive and value-driven educational environments.
This paper argues for the expanded use of CoPs as a mechanism for educational transformation, aligning with the conference’s vision of building bridges and fostering connections across diverse educational contexts.
