The Republic of Ireland has witnessed a transformative reform agenda in teacher education, stemming from internal trends, increased emphasis on supranational ranking indicators, and recommendations from national and international reviews of existing teacher education. As part of this reform agenda, the Teaching Council of Ireland has espoused models of higher education institution (HEI)-school partnerships, crystallised in Céim: Standards for Initial Teacher Education (Teaching Council, 2020) and Guidelines on School Placement (Teaching Council, 2021). Using critical discourse analysis, we unpack how language is directed to two key partners within the policies, namely higher education institutions and schools. Findings unpack a range of agendas at play that are undermining the notion of partnership, including how language can displace the roles and responsibilities of key stakeholders. We conclude with a call for further critical policy research in teacher education, given the wider policy and political influences at play. This paper offers a theoretical-oriented framework that can support a critical reading of such policies.

In accordance with contemporary educational policy, changes have been made to the requirements of initial teacher education (ITE) with the aim of promoting the development of digital competence among pre-service teachers (PSTs). This paper explores what it means for a primary PST to develop digital competence and posits that programmes of ITE should develop the digital teaching competence of PSTs, alongside positive attitudes toward digital technology use. This is a complex and under-researched process involving multiple actors, including higher education institution tutors, school placement tutors, and cooperating teachers. This research gap is addressed within this paper by examining these actors and unpacking the key issues which may prevent PSTs from developing and enacting digital teaching competence. It appears there is a lack of alignment across these actors, which may negatively impact the digital competence of PSTs. Consequently, we propose that the conceptualization of digital competence across programmes of ITE needs to be brought into alignment. Actions including the establishment of a shared vision of pedagogical use of digital technology, formal induction, and ongoing transformative professional learning for all actors across a programme of ITE are proposed if PSTs are to be enabled to develop the digital competence required by policy.

Purpose: This article examines the conditions that shape and constrain cooperating primary school teachers' readiness to take on mentoring roles within a partnership model of initial teacher education (ITE) in the Republic of Ireland. It examines their understanding of policy expectations, the duality of their roles and the challenges they face, providing insights into how professional learning can address these issues. Design/methodology/approach: Adopting a qualitative methodology, semi-structured interviews were conducted with 15 cooperating teachers (CTs), all of whom had over 5 years of experience supporting student teachers. Thematic analysis was used to explore their perceptions, challenges, and readiness to engage with the Teaching Council of Ireland's expanded vision of their roles in ITE, focusing on their experiences and professional learning needs. Findings: The findings identify three themes that shape and constrain CTs' readiness to engage with their evolving mentoring role. First, limited policy awareness highlights a lack of clarity regarding role expectations. Second, CTs identified the conflicting demands placed upon their roles as both mentor and classroom teacher to be challenging, often feeling underprepared or unqualified. Third, fragile institutional relationships point to weak communication between schools and higher education institutions, with minimal systemic support for mentoring. Originality/value: This article highlights the critical role of CTs in bridging theory and practice in ITE, emphasising the need for structured professional learning. By foregrounding readiness for change, the article offers a lens through which to address the challenges faced by CTs. It flags the importance of collaborative efforts in advancing ITE.