Dr Gareth Burns

Biography
Research Interests
Book Chapters
Year | Publication | |
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2023 | '‘Becoming and Transforming’: The role of critical and diverse communities of practice in challenging and transforming teacher education through Maynooth University’s Turn to Teaching project'
Burns, G., Byrne, L., & O’Neill, J. (2023) '‘Becoming and Transforming’: The role of critical and diverse communities of practice in challenging and transforming teacher education through Maynooth University’s Turn to Teaching project' In: Brian Mooney (eds). Ireland's Yearbook of Education 2022. Dublin: Education Matters [in press]. [Details] |
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2023 | ''Going the Extra Mile’: Working Class Teachers and their Engagement with Parents'
Burns, G., & O'Sullivan, K. (2023) ''Going the Extra Mile’: Working Class Teachers and their Engagement with Parents' In: Keane, E., Heinz, M., & McDaid, R (eds). Diversifying the Teaching Profession: Dimensions, Dilemmas, and Directions for the Future. London: Routledge. [Details] |
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2023 | 'No One Sees a Traveller at the Top of the Class'
Burns, G., Colum, M., O'Neill, J. (2023) 'No One Sees a Traveller at the Top of the Class' In: E. Keane, M. Heinz, and R. McDaid (eds). Diversifying the Teaching Profession: Dimensions, Dilemmas, and Directions for the Future. London: Routledge. [Details] |
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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 | |
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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] |
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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] |
Conference Publications
Year | Publication | |
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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 [full-text] [Details] |
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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] |
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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] |
Electronic Article
Year | Publication | |
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2020 | Diversifying Initial Teacher Education:Maynooth University's Turn to Teaching Project.
Burns, G & O'Sullivan, K (2020) Diversifying Initial Teacher Education:Maynooth University's Turn to Teaching Project. Dublin: Electronic Article [Details] |
Conference Contributions
Year | Publication | |
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2022 | Educating ‘otherwise’ and the ‘hopeful cracks’.
Henry, S., O’Neill, J., and Burns, G (2022) Educating ‘otherwise’ and the ‘hopeful cracks’. [Oral Presentation], Association for Teacher Education in Europe (ATEE) Spring Conference, Marino Institute of Education [Details] |
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2022 | ‘What is to be a teacher’: Stories from the past, present and future.
O'Neill, J & Burns, G. (2022) ‘What is to be a teacher’: Stories from the past, present and future. [Oral Presentation], Association for Teacher Education in Europe (ATEE) Spring Conference, Marino Institute of Education [Details] |
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2022 | The emerging story of Turn to Teaching: Diversifying pathways into, through and beyond initial teacher education.
Burns, G. & O'Neill, J. (2022) The emerging story of Turn to Teaching: Diversifying pathways into, through and beyond initial teacher education. [Oral Presentation], Association for Teacher Education in Europe (ATEE) Spring Conference,, Marino Institute of Education [Details] |
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2022 | Recovering what matters in education through building a critical community of praxis: thinking, dialoging, caring as teacher educators in challenging times [Symposium].
O'Brien, M, Gibson, D., Burns, G., King, P., McDaid, R., Murphy, T., O'Shea, A., Farrell, C, (2022) Recovering what matters in education through building a critical community of praxis: thinking, dialoging, caring as teacher educators in challenging times [Symposium]. [Oral Presentation], Educational Studies Association of Ireland Annual Conference, Marino Institute of Education [Details] |
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2022 | Reflections from an adult education-led project in Ireland.
Burns, Gareth; O'Neill, Jerry (2022) Reflections from an adult education-led project in Ireland. [Invited Lecture], Widening participation in teacher education, Universidade do Algarve [Details] |
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2021 | Narrative emergence in the work of a Widening Participation project.
Burns, Gareth; O'Neill, Jerry (2021) Narrative emergence in the work of a Widening Participation project. [Oral Presentation], Irish Narrative Inquiry Conference, Dublin City University [online] [Details] |
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2021 | Possibilities and Challenges for Communities of Practice in Disembodied (COVID) Space [Symposium].
O'Brien, M., Burns, G., Gibson, D., O'Shea, A., Farrell, C., King, P., Mc Daid, R. (2021) Possibilities and Challenges for Communities of Practice in Disembodied (COVID) Space [Symposium]. [Oral Presentation], Educational Studies of Ireland Annual Conference, Institute of Education, DCU [Details] |
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2021 | Critical Praxis: Moving from ‘Being Risk’ to ‘Doing Risk’.
Burns, G. (2021) Critical Praxis: Moving from ‘Being Risk’ to ‘Doing Risk’. [Oral Presentation], Educational Studies of Ireland Annual Conference, Marino Institute of Education [Details] |
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2020 | Performativity and Teacher Educator Praxis in the PUCA: Opening up Possibilities for Pause and Reflective Praxis [Symposium].
O'Brien, M., Mc Daid, R., King, P., Gibson, D, O'Shea, A., Farrell, C., Burns, G. (2020) Performativity and Teacher Educator Praxis in the PUCA: Opening up Possibilities for Pause and Reflective Praxis [Symposium]. [Oral Presentation], Educational Studies of Ireland Annual Conference, Institute of Education, DCU [Details] |
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2020 | The Transformative Influence of Teachers From Underrepresented Groups.
Burns, G., Bird, N., O'Sullivan, K. (2020) The Transformative Influence of Teachers From Underrepresented Groups. [Oral Presentation], Educational Studies of Ireland Annual Conference, Institute of Education, DCU [Details] |
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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] |
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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] |
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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] |
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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] |
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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] |
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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] |
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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] |
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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] |
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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] |
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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] |
Policy Contribution
Year | Publication | |
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2021 | Submission to Consultation for the Department of Further and Higher Education, Research, Innovation and Science Statement of Strategy 2021 - 2023 on behalf of Dept of Adult & Community Education.
Barter, D., Burns, G., Grummell, B., Kenny, M., O’Neill, J. (2021) Submission to Consultation for the Department of Further and Higher Education, Research, Innovation and Science Statement of Strategy 2021 - 2023 on behalf of Dept of Adult & Community Education. Policy Contribution [Details] |
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2022 | Submission to the DFHERIS on the Policy Platform document: Progressing a unified tertiary system for learning, skills, and knowledge - Scope for change on behalf of the Department of Adult and Community Education, Maynooth University.
O'Neill, J, Fitzsimons, C., Ryan, M., McCormack, D., Burns, G., Barter, D. (2022) Submission to the DFHERIS on the Policy Platform document: Progressing a unified tertiary system for learning, skills, and knowledge - Scope for change on behalf of the Department of Adult and Community Education, Maynooth University. Policy Contribution [Details] |
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2021 | Submission to the independent review of the Student Grant Scheme (SUSI) on behalf of the Department of Adult and Community Education.
Barter, D., Burns, G. Grummell, B., Kenny, M., & O'Neill, J. (2021) Submission to the independent review of the Student Grant Scheme (SUSI) on behalf of the Department of Adult and Community Education. Policy Contribution [Details] |
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2021 | Equity of Access to Higher Education Submission to the National Access Plan 2022-2026 on behalf of Dept of Adult & Community Education.
Barter, G, Burns, G., Finnegan, F., Fitzsimons, C., Grummell, B., Kenny, M., Nugent, M., O’Neill, J. (2021) Equity of Access to Higher Education Submission to the National Access Plan 2022-2026 on behalf of Dept of Adult & Community Education. Policy Contribution [Details] |
Thesis
Year | Publication | |
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2006 | An evaluation of the role of the mentor in the National Pilot Project on Teacher Induction- Primary Strand (2002-2003). [MEd Thesis].
Burns, G. (2006) An evaluation of the role of the mentor in the National Pilot Project on Teacher Induction- Primary Strand (2002-2003). [MEd Thesis]. NUI Galway: Thesis [Details] |
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2014 | ‘Making a Difference’- What it Means for Early Career Teachers Working in Designated Disadvantaged Schools [PhD Thesis].
Burns, G. (2014) ‘Making a Difference’- What it Means for Early Career Teachers Working in Designated Disadvantaged Schools [PhD Thesis]. St. Patrick's College, Drumcondra, Dublin 9: Thesis [Details] |
Video recording / TV
Year | Publication | |
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2019 | Lessons in diversity: The changing face of teaching in Ireland.
O'Sullivan, K., Burns, G, & Assume Nothing Media (2019) Lessons in diversity: The changing face of teaching in Ireland. Video recording / TV [Details] |
Conference Hosted
Year | Publication | |
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2021 | Making Hope Practical: A Dialogue on Freire.
Dept of Adult & Community Education (2021) Making Hope Practical: A Dialogue on Freire. Conference Hosted [Details] |
Report
Year | Publication | |
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2022 | Progress and evaluation on Turn to Teaching (2021-2022).
Burns, G. (2022) Progress and evaluation on Turn to Teaching (2021-2022). Report [Details] |
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2021 | Maynooth University’s vision for, and commitment to, enhancing diversity and inclusion across teacher education: A proposal for mainstreaming the work of Turn to Teaching.
Burns, G. & O'Neill, J. (2021) Maynooth University’s vision for, and commitment to, enhancing diversity and inclusion across teacher education: A proposal for mainstreaming the work of Turn to Teaching. Report [Details] |
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2021 | Progress and evaluation on Turn to Teaching (2020-2021).
Burns, G., & O'Neill, J. (2021) Progress and evaluation on Turn to Teaching (2020-2021). Report [Details] |
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2020 | Becoming and Transforming: towards enhancing diversity in teacher education and development [Turn to Teaching phase two proposal].
O'Neill, Jerry; Burns, Gareth (2020) Becoming and Transforming: towards enhancing diversity in teacher education and development [Turn to Teaching phase two proposal]. Maynooth: Report [Details] |
Honours and Awards
Year | Title | Awarding Body | |
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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 | |
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Educational Studies Association of Ireland | Member | / | |
Rising Leaders Community of Practice | Founder and member | / | |
National Initial Teacher Education Diversity Network | Member | / | |
International Professional Development Association | Member | / | |
Teaching Council of Ireland | Registered Primary Teacher | / | |
ESAI Special Interest Group: Teacher Education: Critical Pedagogy and Praxis for Social Justice | Member | / |
Committees
Committee | Function | From / To | |
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Reasonable Accommodation and Professional Placement (RAPP) | Steering Committee Member | / | |
TUTOR Erasmus+ Teacher Academy Advisory Committee | Member | / | |
Turn to Teaching Steering Committee | Steering Committee Member | / |