Queen’s University Belfast in partnership with Forward South invites applications from qualified applicants for a Collaborative Doctoral Partnership (CDP) studentship, funded by the Department for the Economy (Collaborative Doctoral Partnerships (CDP) scheme), to conduct research leading to a PhD on the theme of: Responsible Artificial Intelligence to Develop Responsible Simulated Teacher Learning Environments towards educating teachers and coaches of linguistically and culturally diverse populations in and around Belfast.
This project will be supervised by Dr. Sultan Turkan, Senior Lecturer of Bilingual Education (Director of TESOL/Applied Linguistics Programme). The student will be expected to spend time at both Queen’s University Belfast and at Forward South Partnership (FSP) doing field work with bilingual students and their parents across schools connected to FSP. Also, the student will be expected to be part of a wider cohort of CDP funded students across Northern Ireland.
The studentship will be studied full time (3 years) commencing on October 1st 2024 to continue until 30 September 2027.
We encourage the widest range of potential students to study for this CDP studentship and are committed to welcoming students from different backgrounds to apply. We particularly welcome applications from minority ethnic backgrounds as they are currently underrepresented at this level in this area.
Project Overview
This project aims to develop and evaluate a Virtual Teacher Learning Environment (VTLE), drawing on AI -powered technologies, for content pre-service teachers (PSTs) at QUB to observe and practice quality teaching of content to bilingual avatars at newcomer and intermediate English proficiency levels. The numbers of immigrant children (referred as bilinguals) in NI classrooms and across the UK increase, teachers report feeling unprepared to teach content (Murphy et al., 2007; Starbuck, 2018). Undoubtedly, student teaching and field experiences constitute a significant part of Initial Teacher Education (ITE) programs (Ronfeldt, Schwartz, & Jacob, 2014). However, teacher educators face challenges in placing their PSTs in field experiences that mimics real classrooms inclusive of possible instructional scenarios, as well as vulnerable student groups such as immigrant children. In this Post-Pandemic era, the need to prepare educators for conditions outside of brick and mortar ITE environments is here to stay (Griffin et al., 2020; La Velle et al.,2020). Further, using VTLEs to supplement traditional methods such as field experiences, practicums, and internships has proven to be effective (Hixon & So, 2009; Monroe, Mendez, & Nutta, 2020), especially in providing sheltered access to bilinguals that the PSTs might not otherwise encounter in clinical training (Turkan & Kerr, Sloan, Maye, 2021).