Dr Raymond Lynch

Ray is an Associate Professor in Education within the School of Education at the University of Limerick, and has been teaching in the area of Initial Teacher Education since 2006.

• Student interests and self-efficacy
• Task difficulty and task valence
• Curriculum development
• Fictionalism in education

Power, J. R., Lynch, R., & Atit, K. (2023). Self-efficacy development in student teachers: the critical role of school placement. European Journal of Teacher Education, 1–23. https://doi.org/10.1080/02619768.2023.2288555

McCormack, O., Lynch, R., & Hennessy, J. (2023). Caveats for change: exploring pre-service teachers’ concerns regarding change. Teachers and Teaching, 30(5), 585–600. https://doi.org/10.1080/13540602.2023.2265824

McGarr, O., Mc Cormack, O., O’Reilly, J., Lynch, R., Power, J., Hennessy, J., O’Meara, N., Neary, A., Leahy, K., Calderon, A., Mac Phail, A., Ó Gallchóir, C., Mc Mahon, J., Lenihan, R., Ní Chathasaigh, C., & Goos, M. (2023). Exploring the introduction of the Framework for Junior Cycle: A longitudinal study. Interim report No. 2. University of Limerick. https://doi.org/10.34961/researchrepository-ul.22656892

Lynch, R. (2022). Approaches to policy analysis. In T. Delahunty & M. Ní Ríordáin (Eds.), Perspectives in contemporary STEM education research: Research methodology and design (pp. 169-177). Routledge. https://doi.org/10.4324/9781003108122

McGarr, O., & Lynch, R. (2021). Analysing the construction of ‘sustainability’ in lower secondary school technology syllabi in Ireland. Environmental Education Research, 27(7), 992–1010. https://doi.org/10.1080/13504622.2021.1903837