Manuela Heinz
Biographic Data
| ID | 4498398 |
|---|---|
| NAME | Manuela Heinz |
| GIVEN NAMES | Manuela |
| FAMILY NAME | Heinz |
| SIGNATURE | HEINZ M |
| AFFILIATIONS | Ollscoil na Gaillimhe – University of Galway |
| ORCID | 0000-0003-3542-8931 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Becoming journal editors: Drawing connections to transitions in teacher education
For many of us, this time of the academic year is shaped by assessments, exam boards, and the work of supporting student teachers through the final stage of their initial teacher education. Sharing
Stewardship, scholarship and responsibility: The work of teacher educators
As we step into the new year, we extend our warmest wishes to all our readers, authors, reviewers, members of the editorial board, international advisory board, college of reviewers and the wider t
Engagement with teacher education scholarship in an AI-mediated world: Making the case for thoughtful reading
In this editorial, we want to take the opportunity to address the impact that Generative Artificial Intelligence (GenAI) tools, specifically Large Language Models (LLMs), are having on researchers’
The intersection of faith, spirituality and interreligious engagement in Catholic schools: Teachers’ perspectives from Ireland and South Korea
This article presents a comparative analysis of teachers’ perspectives on their faith, spiritual convictions, and approaches to religious education in Catholic primary schools in Ireland and South Korea. The study shows that teachers’ religious beliefs significantly influence how they perceive spirituality, teach religion, and approach interreligious engagement. Some teachers prioritise transmitting faith, while others, even without belief in God…
Teacher social class and differences in satisfaction in disadvantaged-status schools: Results from a mixed-methods study using the teacher job satisfaction scale in Ireland
Little is known about teachers and school leaders from diverse backgrounds and their satisfaction levels in different school types (E. Keane et al. 2023. Diversifying the teaching profession: Dimensions, dilemmas, and directions for the future. Routledge). This article explores teacher social class as a mitigator of job satisfaction in disadvantaged-status schools, utilising data collected during a mixed-methods doctoral study of teachers from di…
Cultivating scholarly excellence and growth: The value and impact of peer review
Teacher education research must shape and drive transformative change towards more sustainable, socially just and inclusive futures
Education’s importance in navigating global challenges has gained remarkable momentum in recent years. From the climate crisis to artificial intelligence, from social fragmentation to rising inequi
An international review of empirical studies examining the experiences of teachers and student teachers with learning disabilities
Holistic teacher education: Emphasising relationships, pedagogies and environments
of Teacher Education is a great privilege.As I step into my new role as editor, I am honoured and acutely aware of the responsibility it entails.EJTE has been a bedrock of my academic journey over the past twenty years, offering inspiration and invaluable insights for my research and practice.My years as a reader, author and editorial board member have shown clearly that EJTE is a magnet for high-quality and innovative scholarly work that blends …
The practicum in initial teacher education – enduring challenges, evolving practices and future research directions
‘I can’t wait to start my teaching practice!’ This enthusiastic declaration is one I have heard countless times in my years as a teacher educator, often quickly followed by, ‘ ... but I’m also terrif
Reflections on Distance in Remote Placement Supervision: Bodies, Power, and Negative Education
School placement plays a critical and complex role in the professional development of student teachers. When universities and schools shut their doors and moved all teaching activities online in March 2020, initial teacher education (ITE) providers across Ireland had to implement emergency alternative practicum supports in order to ensure that students could complete their ITE programmes. Many initial teacher education providers across Ireland in…
Religious education in Catholic schools in Ireland and South Korea: Complex layers of diversity, policy and teacher agency
This paper explores and compares the experiences and perspectives of primary teachers regarding the teaching of religion in Catholic schools in Ireland and South Korea.Semi-structured interviews were conducted with ten teachers from each country.The findings highlight the contrasting perspectives of teachers from the two countries regarding the importance of and approach to religious education as a response to the challenges posed by pluralism.Te…
Gender in initial teacher education: Entry patterns, intersectionality and a dialectic rationale for diverse masculinities in schooling
This paper contributes to debates about gender and diversity in teaching. Exploring the underrepresentation of males, socially constructed as a privileged group, is a complex task for researchers working within a social justice framework. Drawing on a national dataset (N = 5,627), we explore entry patterns to primary and post-primary Initial Teacher Education (ITE) programmes, socio-demographic backgrounds and career motivations of male and femal…
Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-ethnic Backgrounds on Schooling in Ireland
This paper explores the experiences and perspectives of parents from minority-ethnic backgrounds concerning their children’s education in primary and post-primary schools in Ireland. Five focus groups were conducted with 20 parents of non-White African and Asian backgrounds. Our findings demonstrate complex interactions and tensions between home and host cultures, parenting approaches and schooling experiences for both students and their families…
Diversifying the Teaching Profession: Dimensions, Dilemmas, and Directions for the Future
‘Schooling at Home’ in Ireland during Covid-19’: Parents’ and Students’ Perspectives on Overall Impact, Continuity of Interest, and Impact on Learning
Educational disruption due to COVID-19 ushered in dramatically different learning realities in Ireland. Our research explored the experiences of children, young people and parents during the first period of 'schooling at home' (SAH) at the end of that academic year. An anonymous online survey, guided by social constructivist emphases, yielded responses from 2733 parents and 1189 students from primary and second-level schools. Substantial evidence…
Shared reading practices between parents and young children with Down syndrome in Ireland
Shared reading, a key component of the home literacy environment, has well documented potential for the development of emergent literacy skills. This study explored shared reading interactions between parents and their young children (aged one to six years) with Down syndrome in Ireland. 191 parents completed an online questionnaire, providing quantitative and qualitative data on their practices, experiences and views in relation to shared readin…
Reconceptualising relatedness in education in ‘Distanced’ Times
As schools and universities worldwide tentatively move beyond an initial emergency response to the Covid-19 pandemic, the prospect of socially-distanced learning spaces prompts us to ask how we can maintain good educational relationships. Supporting students in a time of far-reaching changes means acknowledging that certain normalised practices, and the conceptual frameworks embedded within them, have come under significant duress. Resisting the …
Identity matters? ‘Working class’ student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self
This paper is about social class and initial teacher education, specifically the perspectives and experiences of those from lower socio-economic groups in an initial teacher education programme in Ireland. It draws on a qualitative study employing in-depth semi-structured interviews with 21 ‘working class’ student teachers, exploring their backgrounds and educational experiences, motivations to become a teacher, and experiences in initial teacher…
Fit(ness) to teach: Disability and initial Teacher education in the republic of Ireland
The lack of diversity in the teaching profession is recognised internationally [Schleicher, A. 2014. Equity, Excellence and Inclusiveness in Education: Policy Lessons from around the World. Paris: OECD]. Research shows consistently that teachers from majority socio-economic and ethnic groupings dominate, often in contrast to school populations. While studies in the USA and the UK have shown that teachers with disabilities are significantly under-…
Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching
Why do individuals all over the world choose to become school teachers? What motivates them to become educators of young people, and how committed are they to this cause when they enter their teacher education courses? Considering that teacher motivation and commitment have been identified as crucial factors for the future success of education and schools (Huberman, 1993 Huberman, M. (1993). The lives of teachers (J. Neufeld, Trans.). London: Cas…
Fit(ness) to teach: Disability and initial Teacher education in the republic of Ireland
The lack of diversity in the teaching profession is recognised internationally [Schleicher, A. 2014. Equity, Excellence and Inclusiveness in Education: Policy Lessons from around the World. Paris: OECD]. Research shows consistently that teachers from majority socio-economic and ethnic groupings dominate, often in contrast to school populations. While studies in the USA and the UK have shown that teachers with disabilities are significantly under-…
Identity matters? ‘Working class’ student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self
This paper is about social class and initial teacher education, specifically the perspectives and experiences of those from lower socio-economic groups in an initial teacher education programme in Ireland. It draws on a qualitative study employing in-depth semi-structured interviews with 21 ‘working class’ student teachers, exploring their backgrounds and educational experiences, motivations to become a teacher, and experiences in initial teacher…
Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-ethnic Backgrounds on Schooling in Ireland
This paper explores the experiences and perspectives of parents from minority-ethnic backgrounds concerning their children’s education in primary and post-primary schools in Ireland. Five focus groups were conducted with 20 parents of non-White African and Asian backgrounds. Our findings demonstrate complex interactions and tensions between home and host cultures, parenting approaches and schooling experiences for both students and their families…
Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching
Why do individuals all over the world choose to become school teachers? What motivates them to become educators of young people, and how committed are they to this cause when they enter their teacher education courses? Considering that teacher motivation and commitment have been identified as crucial factors for the future success of education and schools (Huberman, 1993 Huberman, M. (1993). The lives of teachers (J. Neufeld, Trans.). London: Cas…
Fit(ness) to teach: Disability and initial Teacher education in the republic of Ireland
The lack of diversity in the teaching profession is recognised internationally [Schleicher, A. 2014. Equity, Excellence and Inclusiveness in Education: Policy Lessons from around the World. Paris: OECD]. Research shows consistently that teachers from majority socio-economic and ethnic groupings dominate, often in contrast to school populations. While studies in the USA and the UK have shown that teachers with disabilities are significantly under-…
Shared reading practices between parents and young children with Down syndrome in Ireland
Shared reading, a key component of the home literacy environment, has well documented potential for the development of emergent literacy skills. This study explored shared reading interactions between parents and their young children (aged one to six years) with Down syndrome in Ireland. 191 parents completed an online questionnaire, providing quantitative and qualitative data on their practices, experiences and views in relation to shared readin…
Reconceptualising relatedness in education in ‘Distanced’ Times
As schools and universities worldwide tentatively move beyond an initial emergency response to the Covid-19 pandemic, the prospect of socially-distanced learning spaces prompts us to ask how we can maintain good educational relationships. Supporting students in a time of far-reaching changes means acknowledging that certain normalised practices, and the conceptual frameworks embedded within them, have come under significant duress. Resisting the …
Identity matters? ‘Working class’ student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self
This paper is about social class and initial teacher education, specifically the perspectives and experiences of those from lower socio-economic groups in an initial teacher education programme in Ireland. It draws on a qualitative study employing in-depth semi-structured interviews with 21 ‘working class’ student teachers, exploring their backgrounds and educational experiences, motivations to become a teacher, and experiences in initial teacher…
‘Schooling at Home’ in Ireland during Covid-19’: Parents’ and Students’ Perspectives on Overall Impact, Continuity of Interest, and Impact on Learning
Educational disruption due to COVID-19 ushered in dramatically different learning realities in Ireland. Our research explored the experiences of children, young people and parents during the first period of 'schooling at home' (SAH) at the end of that academic year. An anonymous online survey, guided by social constructivist emphases, yielded responses from 2733 parents and 1189 students from primary and second-level schools. Substantial evidence…
Diversifying the Teaching Profession: Dimensions, Dilemmas, and Directions for the Future
Reflections on Distance in Remote Placement Supervision: Bodies, Power, and Negative Education
School placement plays a critical and complex role in the professional development of student teachers. When universities and schools shut their doors and moved all teaching activities online in March 2020, initial teacher education (ITE) providers across Ireland had to implement emergency alternative practicum supports in order to ensure that students could complete their ITE programmes. Many initial teacher education providers across Ireland in…
Religious education in Catholic schools in Ireland and South Korea: Complex layers of diversity, policy and teacher agency
This paper explores and compares the experiences and perspectives of primary teachers regarding the teaching of religion in Catholic schools in Ireland and South Korea.Semi-structured interviews were conducted with ten teachers from each country.The findings highlight the contrasting perspectives of teachers from the two countries regarding the importance of and approach to religious education as a response to the challenges posed by pluralism.Te…
Gender in initial teacher education: Entry patterns, intersectionality and a dialectic rationale for diverse masculinities in schooling
This paper contributes to debates about gender and diversity in teaching. Exploring the underrepresentation of males, socially constructed as a privileged group, is a complex task for researchers working within a social justice framework. Drawing on a national dataset (N = 5,627), we explore entry patterns to primary and post-primary Initial Teacher Education (ITE) programmes, socio-demographic backgrounds and career motivations of male and femal…
Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-ethnic Backgrounds on Schooling in Ireland
This paper explores the experiences and perspectives of parents from minority-ethnic backgrounds concerning their children’s education in primary and post-primary schools in Ireland. Five focus groups were conducted with 20 parents of non-White African and Asian backgrounds. Our findings demonstrate complex interactions and tensions between home and host cultures, parenting approaches and schooling experiences for both students and their families…
Holistic teacher education: Emphasising relationships, pedagogies and environments
of Teacher Education is a great privilege.As I step into my new role as editor, I am honoured and acutely aware of the responsibility it entails.EJTE has been a bedrock of my academic journey over the past twenty years, offering inspiration and invaluable insights for my research and practice.My years as a reader, author and editorial board member have shown clearly that EJTE is a magnet for high-quality and innovative scholarly work that blends …
The practicum in initial teacher education – enduring challenges, evolving practices and future research directions
‘I can’t wait to start my teaching practice!’ This enthusiastic declaration is one I have heard countless times in my years as a teacher educator, often quickly followed by, ‘ ... but I’m also terrif
Teacher social class and differences in satisfaction in disadvantaged-status schools: Results from a mixed-methods study using the teacher job satisfaction scale in Ireland
Little is known about teachers and school leaders from diverse backgrounds and their satisfaction levels in different school types (E. Keane et al. 2023. Diversifying the teaching profession: Dimensions, dilemmas, and directions for the future. Routledge). This article explores teacher social class as a mitigator of job satisfaction in disadvantaged-status schools, utilising data collected during a mixed-methods doctoral study of teachers from di…
Cultivating scholarly excellence and growth: The value and impact of peer review
Teacher education research must shape and drive transformative change towards more sustainable, socially just and inclusive futures
Education’s importance in navigating global challenges has gained remarkable momentum in recent years. From the climate crisis to artificial intelligence, from social fragmentation to rising inequi
An international review of empirical studies examining the experiences of teachers and student teachers with learning disabilities
Becoming journal editors: Drawing connections to transitions in teacher education
For many of us, this time of the academic year is shaped by assessments, exam boards, and the work of supporting student teachers through the final stage of their initial teacher education. Sharing
Stewardship, scholarship and responsibility: The work of teacher educators
As we step into the new year, we extend our warmest wishes to all our readers, authors, reviewers, members of the editorial board, international advisory board, college of reviewers and the wider t
Engagement with teacher education scholarship in an AI-mediated world: Making the case for thoughtful reading
In this editorial, we want to take the opportunity to address the impact that Generative Artificial Intelligence (GenAI) tools, specifically Large Language Models (LLMs), are having on researchers’
The intersection of faith, spirituality and interreligious engagement in Catholic schools: Teachers’ perspectives from Ireland and South Korea
This article presents a comparative analysis of teachers’ perspectives on their faith, spiritual convictions, and approaches to religious education in Catholic primary schools in Ireland and South Korea. The study shows that teachers’ religious beliefs significantly influence how they perceive spirituality, teach religion, and approach interreligious engagement. Some teachers prioritise transmitting faith, while others, even without belief in God…
Pedagogy (14 works) · Sociology (13 works) · Teacher education (13 works) · Psychology (11 works) · Teacher Education and Leadership Studies (9 works) · Political science (7 works) · Mathematics education (6 works) · Qualitative research (5 works) · Teacher Professional Development and Motivation (5 works) · Ethnic group (4 works)