Carrigtwohill, Ireland, 2-6 March 2026

At the beginning of March, I took part in a five-day job shadowing programme at Carrigtwohill Community College in Ireland, during which I gained first-hand insight into the Irish education system and the school’s pedagogical practices. On the first day, I learned about the main characteristics of the Irish education system and observed Spanish, French and Irish language lessons. One particularly interesting experience was learning about the specific context of Irish language teaching, as many Irish students do not speak Irish at native-speaker level, yet they are expected to study it as a first language subject. This was in many ways similar to my experience of teaching Hungarian as a foreign language to students with a Hungarian heritage-language background. Through professional discussions with colleagues, I also gained a better understanding of the methodological challenges of teaching Irish in this particular context. As part of the programme, I was introduced to the Transition Year programme and attended a professional development day focusing on the reform of the Irish Leaving Certificate system.

An important part of the mobility was learning about inclusive educational practices. I became familiar with the Continuum of Support system and Individual Education Plans, and I had the opportunity to talk to the school’s professional development coordinator and special education teachers. I also visited The Haven, the school’s dedicated provision for students requiring additional support, and observed a lesson there, which allowed me to see inclusive education in practice. What I found particularly valuable was that diversity and inclusion were not limited to specific programmes, but were integrated into everyday school life. They were visible in awareness-raising posters displayed throughout the school and in lessons such as World Religions and Social Studies. For example, students discussed sharia law and explored the social role and impact of migration from a variety of perspectives.

During the mobility, I also became familiar with the Bí Cineálta (Be Kind) anti-bullying programme, as well as the Amber Flag and Green Flag initiatives, which promote student wellbeing, community responsibility and environmental awareness. I was able to observe how these programmes were implemented in practice through visual materials displayed around the school and related classroom and community activities. The mobility encouraged me to reflect more critically on my own teaching and form-teacher practice, particularly with regard to intercultural awareness, diversity and inclusion. Several of the good practices I observed, such as awareness-raising posters, the sensory room and the use of assistance dogs, could also be adapted to my own school context. I shared the experiences and good practices gained during the mobility with my colleagues at the end-of-year dissemination session, thereby contributing not only to my own professional development but also to the development of practice within my school.