Researcher Details |

Gareth Burns

Contact Details

SPC M 317
T:Ext. 6881

E:Gareth.Burns@dcu.ie

I am an Assistant Professor in the School of Policy and Practice, DCU Institute of Education, and Chair of the Professional Master of Education (Post Primary Education) Programme. I am also an Associate Editor of Improving Schools (Sage)

My research and teaching have a strong sociological focus and is informed by a desire to challenge and disrupt inequalities in education developed during my time working as a primary school teacher and school leader in a variety of roles and settings, and leading and designing various projects, initiatives, and modules that are inclusive, democratic, culturally responsive and critically conscious.

My research philosophy and approaches are aligned with critically reflexive and participative values associated with transformative education and research. I have a particular interest in the evaluation of educational programmes, interventions and policies through sociological lens.

I am a member of DCU’s Centre for Evaluation, Quality, and Inspection and I am Co-Primary Investigator (Ireland) on REVERS-ED, a Horizon Europe project which is identifying trends in educational inequalities across Europe and providing evidence of effective interventions that reverse them over time.

I am also Project Coordinator and Primary Investigator on STRIDE, a SCoTENS Project focused on supporting student teacher representation, inclusion, diversity, and equity in initial teacher education. STRIDE is a collaboration between researchers from DCU EQI and Queen's University, Belfast.

Stemming from my previous professional roles and experiences as a teacher mentor and facilitator with the National Induction Programme for Teacher and using sociological lens, I am also interested in the factors and processes that shape the professional identities, felt responsibilities and practices of emerging and early career teachers, and in particular (emerging) educators from diverse and under-represented groups. I have published a number of peer-reviewed articles, chapters, and policy contributions in this area, and I am currently engaged in a longitudinal study exploring the life histories of student and in-service teachers from diverse and under-represented groups and their stories of becoming and being a teacher.

Peer Reviewed Journal

	Year	Publication
	2024	Burns, G., Ní Ghloinn, A., O'Neill, J., Ní Ghallchobhair, C., Whelan, K., & Nic an Bhaird, M. (2024) '‘Overcoming the fear’: the story of the Irish language in a programme promoting diversity in the primary teaching profession'. Irish Educational Studies, :1-25. [Link] https://doi.org/10.1080/03323315.2024.2421507
	2024	Burns, G., Bird, N., O'Sullivan, K. (2024) 'Resilience, Resistance and ‘Giving Back’: Teachers from Working Class Backgrounds and their Journeys to Teaching'. British Journal of Sociology of Education, . [Link] https://doi.org/10.1080/01425692.2023.2294686
	2016	Burns, G. (2016) 'Relationships of surveillance, assurance and recognition: Early career teachers’ engagement with discourses of accountability and performance'. Irish Educational Studies, 35 (3):269-288. [Link] [DOI]
	2016	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. [Link]
	2016	Burns, G. (2016) 'Pedagogies of sameness and care: The daily practices of early career primary teachers in DEIS schools'. Irish Teachers' Journal, (4).

Book Chapter

	Year	Publication
	2026	Burns, G.; Brown, M.; Hughes, J.; McGuirk, N.; Emerson, L. (2026) '(Accepted in press) Widening Participation in Initial Teacher Education Across the Island of Ireland' In: The Palgrave Handbook of Education on the Island of Ireland – Points of convergence and divergence. London : Palgrave.
	2026	Brown, M.; Hughes, J.; Eaton, P.; Heinz, M.; Burns, G.; Machowska-Kosciak, M. (2026) '(Accepted in press) Preparing teachers for culturally diverse classrooms - A cross border analysis of teacher education programmes on the Island of Ireland' In: The Palgrave Handbook of Education on the Island of Ireland – Points of convergence and divergence. London : Palgrave.
	2023	Burns, G., Colum, M., & O'Neill, J. (2023) ''No one sees a Traveller at the top of the class'' In: Diversifying the Teaching Profession: Dimensions, Dilemmas, and Directions for the Future. London : Routledge. [Link]
	2023	Burns, G. & O'Sullivan, K. (2023) ''Going the extra mile’: Working class teachers and their engagement with parents' In: Diversifying the Teaching Profession: Dimensions, Dilemmas, and Directions for the Future. London : Routledge. [Link]
	2022	Burns, G., Byrne, L., & O'Neill, J. (2022) '‘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: Ireland's Yearbook of Education 2022. Dublin : Education Matters. [Link]
	2018	O'Sullivan, K., & Burns, G. (2018) 'Turn to teaching: Diversifying initial teacher education' In: Ireland's Yearbook of Education 2018. Dublin : Education Matters. [Link]

Conference Publication

	Year	Publication
	2019	O'Sullivan, K., Burns, G., & Bird, N. (2019) 5th International Conference on Higher Education Advances (HEAd’19) *Diversifying Initial Teacher Education: Who utilises alternative entry routes to teaching and how they compare to direct entry students* [Link]
	2018	Burns, G. (2018) International Conference on Engaging Pedagogy, DCU, St Patrick's Campus *Teachers from Diverse Backgrounds: ‘Making a Different Kind of Difference’* DCU, [Link]
	2015	Burns, G. (2015) Commissioned Background Paper for INTO and Educational Disadvantage Centre Joint Conference on Educa . In: INTO eds. *Challenges for early career teachers in DEIS schools* [Link]

Published Report

	Year	Publication
	2026	REVERS-ED Consortium; Brown, M.; Burns, G.; O'Hara, John.; O'Hara, Joe. (2026) Review of literature and techniques to assess inequalities in education and learning achievements over time. European Union, .
	2023	Nugent, M., Grummell, B., and Burns, G. (2023) Literature Review on Inclusive Education Ireland TUTOR Project Report. Maynooth University, . [Link]

Policy Contribution

	Year	Publication
	2022	O'Neill, J; Fitzsimons, C; Ryan, M.; Burns, G.; McCormack, D.; 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
	2021	Barter, D.; Burns, G.; Finnegan, F.; 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 and Community Education, Maynooth University. POLICY [Link]
	2021	Ryan, R.; Markey, D; Burns, G.; et al. (2021) Submission to the independent review of the Student Grant Scheme (SUSI) on behalf of Maynooth University. POLICY
	2021	Nugent, M.; Grummell, B.; Finnegan, F.; Fitzsimons, C.; O'Neill, J.; Barter, D.; Ryan, M.; Kenny, M.; Burns, G. (2021) DACE Equity of ACCESS Submission to the National Access Plan 2022-2026. Maynooth, Ireland: POLICY [Link]
	2020	Barter, D.,; Burns, G.; Grummell, B.,; Kenny, M.; O'Neill, J. (2020) Submission to the independent review of the Student Grant Scheme by the Department of Further and Higher Education, Research, Innovation and Science Department of Adult and Community Education, Maynooth University. POLICY [Link]

Magazine Article

	Year	Publication
	2020	Burns, G., & O'Sullivan, K. (2020) Diversifying Initial Teacher Education: Maynooth University. MGZN [Link]

Conference Contribution

	Year	Publication
	2025	Burns, G.; O'Hara, John.; Brown, M.; O'Hara, Joe.; McNamara, G. (2025) Centre for Culturally Responsive Evaluation and Assessment (CREA) International Conference Cultural responsivity in the face of compounding complexity: An international review of empirical studies exploring minority language status as a source of educational inequality University of Illinois, Chicago, .
	2025	Burns, G.; O'Neill, J.; Bloom, D.; Markey, D. (2025) Culturally Responsive Evaluation and Assessment (CREA) International Conference Culturally responsive pedagogy and evaluation and its role in shaping an Irish project promoting diversity in teacher education University of Illinois, Chicago, .
	2025	O'Hara, J.; Burns, G.; Brown, M.; O'Hara, Joe. (2025) Educational Studies of Ireland Annual Conference 2025 Empowering voices: A systematic review of interventions to combat educational inequality for minority language learners Athlone, .
	2024	Burns, G. (2024) DCU Institute of Education Research Day Stories of Teacher Becoming and Being from a Longitudinal Widening Participation Project DCU, St Patrick's Campus, .
	2024	Burns, G. (2024) Educational Studies of Ireland Annual Conference Working Towards a Representative and Inclusive Teaching Profession and the Role of Critical Communities of Praxis Maynooth University, .
	2024	O'Brien, M., Gibson, G., Burns, G., O'Shea, A., & Murphy, T. (2024) Educational Studies of Ireland Annual Conference It’s a CCOP a “Critical Community of Praxis not a “COP” Community of Practice: Teacher Educators’ Narratives of Hope in and for a Just and Humanizing Education [Symposium] Maynooth University, .
	2024	Burns, G., O’Neill, J. Markey, D., & Bloom, D. (2024) Educational Studies of Ireland Annual Conference Stories of Teacher Becoming and Transformation from a Longitudinal Widening Participation Project Maynooth University, .
	2023	Burns, G., & Keane, E. (2023) Working Towards a Diverse and Inclusive Teaching Profession: Shared Learning Event Diversifying teaching in Ireland: Background and context INTO & Maynooth University, .
	2023	Burns, G., O'Neill, J., Ní Ghallchobhair, C., Ní Ghloinn, A., Nic an Bhaird, M., Whelan, K. (2023) University of Galway Teacher Diversity Research Symposium ‘Overcoming the Fear’: The Story of the Irish Language in a Programme Promoting Diversity in the Primary Teaching Profession University of Galway, .
	2022	O'Neill, J., & Burns, G. (2022) Association for Teacher Education in Europe (ATEE) Spring Conference, Marino Institute of Education ‘What is to be a teacher’: Stories from the past, present and future Marino Institute of Education, .
	2022	Burns, G., & O'Neill, J. (2022) Association for Teacher Education in Europe (ATEE) Spring Conference The emerging story of Turn to Teaching: Diversifying pathways into, through and beyond initial teacher education Marino Institute of Education, .
	2022	Henry, S., O'Neill, J., & Burns, G. (2022) Association for Teacher Education in Europe (ATEE) Spring Conference Educating ‘otherwise’ and the ‘hopeful cracks’ Marino Institute of Education, .
	2022	O'Brien, M., Gibson, D., Burns, G., King, P., McDaid, R., Murphy, T.,O'Shea, A., Farrell, C. (2022) Educational Studies Association of Ireland Annual Conference Recovering what matters in education through building a critical community of praxis: thinking, dialoging, caring as teacher educators in challenging times Marino Institute of Education, .
	2021	Burns, G. (2021) Educational Studies of Ireland Annual Conference Critical Praxis: Moving from ‘being risk’ to ‘doing risk’ Marino Institute of Education, .
	2021	Burns, G., & O'Neill, J. (2021) Irish Narrative Inquiry Conference Narrative emergence in the work of a widening participation project DCU, .
	2021	Grummell, B., Finnegan, F., & Burns, G. (2021) International Conference Hosted Making hope practical: A dialogue on Freire Maynooth University, .
	2021	O'Brien, M., Burns, G., Gibson, D., O'Shea, A., Farrell, C., King, P., McDaid, R. (2021) Educational Studies of Ireland Annual Conference [Symposium Hosted] Possibilities and challenges for communities of practice in disembodied (COVID) Space DCU, .
	2020	O'Brien, M., McDaid, R., King, P., Gibson, D., O'Shea, A., Farrell, C., Burns, G. (2020) Educational Studies of Ireland Annual Conference Performativity and teacher educator praxis in the PUCA: Opening up possibilities for pause and reflective praxis DCU, .
	2020	Burns, G., Bird, N., & O'Sullivan, K. (2020) Educational Studies of Ireland Annual Conference The transformative influence of teachers from under-represented groups DCU, .
	2019	Burns, G., & O'Sullivan, K. (2019) British Educational Research Association Annual Conference Early career teachers’ understandings of ‘making a difference’: A habitus specific idea University of Manchester, .
	2019	O'Sullivan, K., Burns, G., & Bird, N. (2019) 5th International Conference on Higher Education Advances (HEAd’19) Diversifying initial teacher education: Who utilises alternative entry routes to teaching and how they compare to direct entry student Universitat Politècnica de València, .
	2019	O'Sullivan, K., & Burns, G. (2019) Annual Conference of the Educational Studies Association of Ireland Who gets to become a teacher? The characteristics of students entering initial teacher education through an alternative entry route Sligo, .
	2018	Burns, G. (2018) International Conference on Engaging Pedagogy Teachers from diverse backgrounds: ‘Making a different kind of difference DCU, .
	2017	Burns, G. (2017) Annual Conference of the Educational Studies Association of Ireland Early career teachers’ habitus and its influence on the teacher-parent relationship in designated disadvantaged schools University College Cork, .
	2016	Burns, G. (2016) Annual Conference of the Educational Studies Association of Ireland Relationships of surveillance, assurance and recognition: Early career primary teachers’ engagement with discourses of accountability and performance Galway, .
	2015	Burns, G. (2015) Irish Narrative Inquiry Conference 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 Maynooth University, .
	2015	Burns, G. (2015) Annual Conference of the Educational Studies Association of Ireland The influence of the neo-liberal accountability and performativity discourse on early career teachers’ understandings of ‘making a difference’ Maynooth University, .
	2007	Burns, G. (2007) Annual Conference of the Educational Studies Association of Ireland The role of the mentor in primary education Cavan, .

Thesis

	Year	Publication
	2014	Burns, G. (2014) ‘Making a Difference’- What it means for early career teachers working in designated disadvantaged schools [PhD Thesis]. THES
	2006	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]. THES

Video recording / TV

	Year	Publication
	2019	O'Sullivan, K., Burns, G., & Assume Nothing Media (2019) Lessons in diversity: The changing face of teaching in Ireland. VID [Link]

Technical Report

	Year	Publication
	2022	Burns, G. (2022) Progress and evaluation on Turn to Teaching (2021-2022). Maynooth: TP
	2021	Burns, G.; O'Neill, J. (2021) Progress and evaluation on Turn to Teaching (2020-2021). Maynooth: TP
	2021	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. Maynooth: TP
	2020	O'Neill, J.; Burns, G. (2020) Becoming and transforming: Towards enhancing diversity in teacher education and development [Turn to Teaching phase two proposal]. Maynooth: TP

Podcast

	Year	Publication
	2025	Burns, G.; Tiernan, P. (2025) Resilience, resistance and giving back- Exploring the topic of teacher diversity. PODCAST [Link]

Professional Associations

Association	Function	From / To
ESAI Special Interest Group: Teacher Education: Critical Pedagogy and Praxis for Social Justice	Member	-
ESAI Teacher Diversity Special Interest Group	Steering Committee Member	-
National Initial Teacher Education Diversity Network	Member	-
Rising Leaders Community of Practice	Founder and member	-
Educational Studies Association of Ireland	Member	-
International Professional Development Association	Member	-
Teaching Council of Ireland	Registered Primary Teacher	-
American Educational Research Association	Member	-

Honors and Awards

	Date	Title	Awarding Body
	01/10/2010	Teaching Council of Ireland Research Bursary Award in Education	Teaching Council of Ireland
	01/02/2010	INTO Research Bursary Award in Education	Irish National Teachers’ Organisation

Committees

	Committee	Function	From / To
	DCU Institute of Education Athena Swan Self Assessment Team		-
	TUTOR Erasmus+ Teacher Academy Advisory Committee		-
	Reasonable Accommodation and Professional Placement (RAPP)		-
	Turn to Teaching Steering Committee		-
	DCU PATH1 Steering Committee		-

Education

Start date	Institution	Qualification	Subject
01/09/2009	St. Patrick’s College, Drumcondra	PhD	Education
01/09/2005	National University of Ireland, Galway	MEd	Education
01/09/2004	National University of Ireland, Galway	Higher Diploma in Professional Education Studies	Education
01/09/1998	St. Patrick’s College, Drumcondra	BEd	Education

Reviews

	Journal	Role
	European Journal of Teacher Education	Reviewer
	Irish Educational Studies	Reviewer
	Improving Schools	Reviewer

Research Interests

Sociology of Education, Social Inequalities of Class, Teacher Diversity, Culturally Responsive Pedagogy, Teacher Identity(ies), Critical Communities of Praxis

As a member of DCU's Centre for Evaluation, Quality and Inspection (EQI), I am Co-PI (Ireland) the Horizon Europe Trends on Educational Inequalities over Time and Successful Interventions that Contribute to Reverse Them (Revers-Ed).

I am Project Coordinator and Primary Investigator on STRIDE, a SCoTENS Project focused on supporting student teacher representation, inclusion, diversity, and equity in initial teacher education. STRIDE is a collaboration between researchers from DCU EQI and Queen's University, Belfast.

I am Co-PI on the Turn to Teaching Research Project, which is is evaluating and researching the impact of the longitudinal teacher diversity initiative Turn to Teaching.