Prof Paul Conway biography


Prof Paul Conway (UL)
Prof Paul Conway (UL)


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 ) 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).



Key publications


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

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s