Enhancing Reflectivity and Reflexivity among Irish Immersion Teachers Through Action Research

Abstract

Reflectivity and reflexivity in teacher education are considered vital processes for cultivating critical self-awareness and continuous pedagogical improvement; however, research examining these processes within immersion teacher education, both initial teacher education and continuing professional development for in-service teachers, remains limited. In the Irish context, immersion programmes aim to foster additive bilingualism through the immersion approach, wherein Irish (Gaeilge), a minority language, serves as the primary medium of instruction in the classroom. This study explores the role of reflectivity and reflexivity within an action research project involving a group of in-service Irish immersion teachers. It focuses on how the teaching and assessment of Irish grammar can be enhanced and gives central importance to the collaborative and evolving nature of the action research process. The study also examines the role of the researcher in influencing participants’ development of reflective and reflexive capacities, with particular attention to how their enabling presence shapes professional learning processes.