Professor Paul Conway, Dept of Education and Professional Studies, University of Limerick. His research interests are in research on teaching and teacher education, educational policy analysis in two domains: teacher education and e-learning. Publications have appeared in a range of journals including Teachers College Record, Teaching and Teacher Education, Journal of Applied Developmental Psychology, Teachers and Teaching: Theory and Practice, European Journal of Teacher Education, Pedagogy Culture & Society and Teaching Education. He is currently joint General Editor of Irish Educational Studies (journal of ESAI www.esai.ie ) published by Routledge and abstracted on the Social Science Citation Index (SSCI). He was recipient of an Advanced Collaborative Research Award (2012-13) from the Irish Research Council for a study on teacher education. He is a former President of the Educational Studies Association of Ireland (ESAI).
Conway, P. F and Murphy, R. (2013) ‘A rising tide meets a perfect storm: New accountabilities in teaching and teacher education in Ireland’. Irish Educational Studies, 32 (1): 11-36.
Conway, P. F. (2013) ‘Cultural flashpoint: The politics of teacher education reform in Ireland’. The Educational Forum, 77 (1): 51-72. Special Issue: Marilyn Cochran-Smith (Ed), The politics of teacher education policy.
Conway, P. F., Murphy, R., Rath, A., & Hall, K. (2009). Learning to teach and its implications for the continuum of teacher education: A nine-country cross-national study. Report commissioned by the Teaching Council, Ireland.
Lei, J., Conway, P. F., & Zhao, Y. (2008). The digital pencil: One-to-one computing for children. London/New York: Routledge.
Packard, B. W. and Conway, P. F. (2006) ‘Methodological choice and its consequences for possible selves research’. Identity: An International Journal of Theory and Research, 6 (3): 251-273.
Conway, P. F. and Clark, C. M. (2003) ‘The journey inward and outward: A re-examination of Fuller’s concern-based model of teacher development’. Teaching and Teacher Education, 19 (5): 465-482