Gareth Burns

Turn to Teaching

Gaeilge agus fáilte

Lecturer, Turn to Teaching Project

Education Building
(01) 474 7577

Biography

Gareth is the Co-ordinator of the school based strand of the Turn to Teaching project called the Rising Teachers, Rising Leaders Programme which supports the teaching aspirations and academic development of senior cycle, second-level students attending DEIS schools and the student mentoring and leadership capacity of teachers from underrepresented groups in teaching. Previously, Gareth worked as a primary teacher in St. Paul’s National School, Ratoath, Co. Meath and has held part-time teaching positions in DCU Institute of Education lecturing in sociology of education, and Marino Institute of Education tutoring and supervising research students at undergraduate and postgraduate level.  Gareth’s specific research interest in the study of the professional lived experiences of newly qualified teachers and early career teachers working in DEIS schools has stemmed from his previous work as a primary teacher, a mentor of newly qualified teachers and a facilitator of professional development seminars for the National Induction Programme for Teachers. Gareth’s doctoral research focused specifically on Irish early career primary teachers in DEIS schools and explored their understandings of ‘making a difference’ and what shape this takes in day-to-day practice. Drawing on his doctoral research, Gareth has published his work in national and international journals, and has presented at a range of educational conferences. Gareth is currently engaged in research projects that are exploring: (1) the impact of a foundation course for initial teacher education upon students’ capacity to participate in higher education and teaching professions, and (2) the impact and outcomes of a school outreach mentoring and aspiration building Initial Teacher Education (ITE) programme.

Book Chapters

  Year Publication
2018 'Turn to Teaching: Diversifying Initial Teacher Education'
O'Sullivan, K. & Burns, G. (2018) 'Turn to Teaching: Diversifying Initial Teacher Education' In: Brian Mooney (eds). Ireland's Yearbook of Education 2018, 2019. Dublin: Education Matters. [Details]

Peer Reviewed Journals

  Year Publication
2016 'Relationships of surveillance, assurance and recognition: early career primary teachers’ engagement with discourses of accountability and performance'
Burns G. (2016) 'Relationships of surveillance, assurance and recognition: early career primary teachers’ engagement with discourses of accountability and performance'. Irish Educational Studies, 35 (3):269-288 [DOI] [Details]

Other Journals

  Year Publication
2016 'Pedagogies of sameness and care: The daily practices of early career primary teachers in DEIS schools'
Burns, G. (2016) 'Pedagogies of sameness and care: The daily practices of early career primary teachers in DEIS schools' Irish Teachers' Journal, 4 (1) :93-111. [Details]

Conference Contributions

  Year Publication
2019 Early Career Teachers’ Understandings of ‘Making a Difference’: A Habitus Specific Idea.
Burns, G. & O'Sullivan, K. (2019) Early Career Teachers’ Understandings of ‘Making a Difference’: A Habitus Specific Idea. [Oral Presentation], British Educational Research Association Annual Conference, University of Manchester [Details]
2019 Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students.
O'Sullivan, K., Burns, G., & Bird, N. (2019) Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students. [Oral Presentation], 5th International Conference on Higher Education Advances (HEAd’19), Universitat Politècnica de València [Details]
2019 Who Gets to Become a Teacher? The Characteristics of Students Entering Initial Teacher Education through an Alternative Entry Route.
O'Sullivan, K. & Burns, G. (2019) Who Gets to Become a Teacher? The Characteristics of Students Entering Initial Teacher Education through an Alternative Entry Route. [Oral Presentation], Annual Conference of the Educational Studies Association of Ireland, Sligo [Details]
2018 Teachers from Diverse Backgrounds: ‘Making a Different Kind of Difference’.
Burns, G. (2018) Teachers from Diverse Backgrounds: ‘Making a Different Kind of Difference’. [Oral Presentation], International Conference on Engaging Pedagogy, Dublin City University, St Patrick’s Campus, Drumcondra [Details]
2017 Early Career Teachers’ Habitus and its Influence on the Teacher-Parent Relationship in Designated Disadvantaged Schools.
Burns, G. (2017) Early Career Teachers’ Habitus and its Influence on the Teacher-Parent Relationship in Designated Disadvantaged Schools. [Oral Presentation], Annual Conference of the Educational Studies Association of Ireland, University College Cork [Details]
2016 Relationships of Surveillance, Assurance and Recognition: Early Career Primary Teachers’ Engagement with Discourses of Accountability and Performance.
Burns, G. (2016) Relationships of Surveillance, Assurance and Recognition: Early Career Primary Teachers’ Engagement with Discourses of Accountability and Performance. [Oral Presentation], Annual Conference of the Educational Studies Association of Ireland, Galway [Details]
2015 Investigating the Factors and Processes that Shape the Professional Identities, Felt Responsibilities and Practices of Early Career Teachers through their Stories of Becoming and Being Teacher.
Burns, G. (2015) Investigating the Factors and Processes that Shape the Professional Identities, Felt Responsibilities and Practices of Early Career Teachers through their Stories of Becoming and Being Teacher. [Oral Presentation], Irish Narrative Inquiry Conference, Maynooth University [Details]
2015 The Influence of the Neo-Liberal Accountability and Performativity Discourse on Early Career Teachers’ Understandings of ‘Making a Difference’.
Burns, G. (2015) The Influence of the Neo-Liberal Accountability and Performativity Discourse on Early Career Teachers’ Understandings of ‘Making a Difference’. [Oral Presentation], Annual Conference of the Educational Studies Association of Ireland, Maynooth University [Details]
2011 ‘Identity Reconstruction’ – A Catalyst for Transformative Practice among Beginning Teachers.
Burns, G. (2011) ‘Identity Reconstruction’ – A Catalyst for Transformative Practice among Beginning Teachers. [Oral Presentation], Annual Postgraduate Research Conference, St. Patrick’s College, Drumcondra, St. Patrick’s College, Drumcondra [Details]
2007 The Role of the Mentor in Primary Education.
Burns, G. (2007) The Role of the Mentor in Primary Education. [Oral Presentation], Annual Conference of the Educational Studies Association of Ireland, Cavan [Details]

Conference Publications

  Year Publication
2019 Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students
O'Sullivan, K., Burns, G., & Bird, N. (2019) Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students 5th International Conference on Higher Education Advances (HEAd’19) , pp.649-659 [Details]
2018 Teachers from Diverse Backgrounds: ‘Making a Different Kind of Difference’
Burns, G. (2018) Teachers from Diverse Backgrounds: ‘Making a Different Kind of Difference’ International Conference on Engaging Pedagogy DCU, St Patrick's Campus, , pp.1-19 [Details]
2015 Challenges for early career teachers in DEIS schools
Burns, G. (2015) Challenges for early career teachers in DEIS schools . In: Deirbhile Nic Craith, Irish National Teachers’ Organisation eds. Review of DEIS: Poverty and Social Inclusion in Education Proceedings of a Joint Conference: INTO and Educational Disadvantage Centre, St Patrick’s College, Drumcondra , pp.91-100 [Details]

Honours and Awards

  Year Title Awarding Body
2010 Research Bursary Award in Education Irish National Teachers’ Organisation
2010 Research Bursary Award in Education Teaching Council of Ireland

Professional Associations

  Association Function From / To
Educational Studies Association of Ireland Member /