Table of Contents
1. Meet the Teacher Educator
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2. Introduction: Statement of Teaching Philosophy
3. Teaching Performance and Effectiveness
4. Planning and Preparation
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5. Assessment and Examination of Student Learning
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6. Professional Development: Past, Present and Future
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7. Appendices
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7.1 Teaching Evaluations
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7.2 Student Evaluations (CTL)
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7.3a Student Testimonial No. 1
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7.3b Student Testimonial No. 2
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7.3c Student Testimonial No. 3
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​7.4 Peer Observations
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7.4a Peer Observation No. 1
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7.4b Peer Observation No. 2
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​7.5 Teacher Educator and Researcher
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7.6 Recording of Teaching
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7.7​​​ Samples of Assessments
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​7.8 Publications and Conference Papers
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7.9 Overview of Modules Taught
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8. References
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9. Closing Statement
1. Meet the Teacher Educator
Dr. Mary Masterson, PhD, MA, CCom, ECDL (ICDL), TEFL, CTG, DSH, DaF, HDE, BA.
School of Education,
Faculty of Education and Health Sciences
Dr, Mary Masterson has 30 years’ experience as a teacher, researcher, and educator, her work explores initial teacher education, inclusive pedagogies, international education, digital technologies, and intercultural skills, reflecting her focus on the factors shaping education today.
2. Introduction: Statement of Teaching Philosophy
Unleashing Waves of Impact: The Tremendous Potential of Teacher Education
I aim to inspire student-teachers to become lifelong advocates for social justice in educational settings, fostering a sense of global citizenship that empowers them to address inequities and contribute to a more inclusive and interconnected world. This philosophy is rooted in the following elements:
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'Passionate' and 'Real': I champion the UN Sustainable Development Goals, particularly Quality Education (SDG 4) and social justice. I inspire students to explore these interconnected goals within schools, society, and global citizenship.​
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Research- and Practice-Informed Teaching: My approach is shaped by personal and external research on social justice, my experience as a secondary teacher, involvement in national education policy and curriculum development, and international contributions as an 'intercultural expert.' These facets are crucial for developing student-teachers into advocates for social justice and global citizenship, equipping them to foster inclusive, culturally responsive, and globally aware classrooms.
Teaching for Social Justice, Democracy, and Care:
I adopt Universal Design for Learning (UDI) principles (Burgstahler & Cauce, 2020), ensuring inclusive content, methods, and assessments that address diverse learner needs. I present material in multiple formats, consistently assess comprehension, and adapt based on feedback to ensure equitable learning opportunities. Central to my approach is fostering a democratic and respectful environment where students are active decision-makers, contributing to a classroom culture of mutual respect and empowerment (Saroyan & Frenay, 2023).
Equity, Diversity, and Inclusion (EDI) principles guide my practice. I prioritise creating a space where all voices are valued and diverse perspectives are acknowledged. I work to mitigate biases, incorporate multicultural and intersectional viewpoints, and ensure accessibility in course design and delivery. Building rapport, being approachable, are foundational to my teaching, reinforcing a culture of care and trust. By incorporating UDL and EDI principles in my teaching, I have gained recognition for my efforts toward educational excellence. This commitment to inclusive pedagogy was celebrated in 2024 with the European Language Label Award.
Facilitator of Independent Learning: As a facilitator, I prioritise active learning, scaffolding, and formative feedback to empower students in shaping their learning.
Continuous Improvement: Committed to teaching excellence, I embrace feedback and experiment with innovative methods and technologies to enhance my practice.
3. Teaching Performance and Effectiveness
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The significant positive impact of my teaching is evident in my performance and effectiveness, as reflected in exceptional student satisfaction rates and outstanding feedback. In 2023, I achieved three perfect scores of 5 for my teaching (EN6054) and consistently earned a 4.88 MSS mean score across several modules, including EN6054, EN4035, EN6242, EN6064, and EN6154 (Appendices 7.2). These results highlight the success of my pedagogical strategies, which focus on inclusivity, engagement, and tailored support. My approach is underpinned by continuous professional development, drawing on peer observations, feedback from students, colleagues, and external examiners, as well as professional dialogues to refine my practice and sustain excellence.
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In the 2023 CTL student evaluations for EN6054: Curriculum Policy and Reform, students rated my teaching a perfect 5 in three critical categories: preparedness, enthusiasm for the subject, and capacity to assist students encountering difficulties. This feedback highlights my ability to foster an engaging and supportive learning environment. One student remarked: "I found Mary to be very supportive in every tutorial as she helped me with any issues or questions I had. I often feel anxious to inform tutors about my dyslexia, but Mary was so comforting and helped me in any way she could, which I am extremely grateful for. She also gave me advice when doing assignments as she understood my educational needs and offered me any additional support needed" (EN6154, 2023).
Such feedback demonstrates my commitment to adapting teaching methods to meet diverse student needs, particularly in supporting learners with disabilities or unique challenges. By fostering an inclusive and empathetic educational environment, I ensure that all students have the tools and confidence to succeed academically and professionally. 'Very helpful when struggling with material/have queries' (EN4035, 2024).
4. Planning and Preparation
I receive high average ratings on SETS for 'preparedness' (5, EN6054, 2023; 4.79, EN4035, 2024)). Students, as shown in the Appendices, describe me as 'a truly dedicated educator' with 'extensive knowledge' and 'exceptionally well-organised modules.' Peer evaluations affirm my thorough preparation: 'Mary is well prepared for every class,' EN6154, 2024; 'Always prepared for lessons', Teacher is effective and well prepared to teach this module', EN4035, 2024.
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I engage in detailed planning, integrating feedback, self-reflection, and research-informed approaches. I ensure instructional alignment between content and assessment while embedding themes like praxis-focused strategies and clarity in module objectives, following students' feedback (EN6064/EN6054, 2023; EN6154/EN4035, 2024), see Appendices. I now explicitly link lectures and tutorials to students' broader goals and articulate learning outcomes at the outset, as per SETS feedback (EN6242, 2023). Collaborative activities like Townhall events, peer learning collaborative tasks, think-pair-share exercises, and guest speakers further enrich the learning experience. 'An aspect of this class which I found great learning from was the PLA's (Peer Learning Activities completed in the tutorials). I felt this took off a huge amount of pressure and anxiety when doing course work as we worked together in small teams.' (EN6154, 2024).
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SETS feedback notes that 'learning outcomes are clearly communicated,' while student evaluation reports praise my modules as 'highly organised and well-sequenced (EN4035, 2024). I provide students with clear guidance on requirements through detailed instructions on Brightspace, while multimodal resources—such as podcasts, videos, and articles—enhance their engagement and understanding. My inclusive pedagogy, grounded in UDL and EDI principles, caters to diverse learners. 'The teacher is exceptional. She provides an inclusive classroom environment, where everyone can voice their opinion and participate equally' (EN4035, 2024). Recognised as 'extremely good at explaining,' I incorporate culturally responsive teaching, a field in which I have published extensively since 2000 (Appendices 7.2).
I incorporate technology into my teaching by leveraging platforms like Brightspace for detailed instructions, interactive materials, and communication.'Great use of information technology to explain content' (EN6154, 2024).
5. Assessment and Examination of Student Learning
I aim to enhance each student's potential for success through my assessment approach, offering abundant opportunities to demonstrate and nurture their unique abilities. By integrating research with practical application, I adopt a student-centred approach, using assessment as a catalyst for continuous learning and professional growth in diversity and social justice throughout their teaching careers.
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In module EN6154, the summative assessment involves a self-selected policy casing, allowing students to explore a practice-relevant area deeply. I sought student input in developing this tool to ensure their agency in the process. The tool received positive feedback from the te programme external examiner and was praised during our Teaching Council Accreditation process, particularly for its flexibility in aligning assessments with students’ practice areas.
Adhering to UDL principles, I diversify assessments beyond traditional essays, offering options like podcasts, concept maps, or written assignments, enabling students to showcase their strengths. Group work, comprising 30% of final marks, includes three Peer Learning Activities over 12 weeks, effectively boosting engagement and success (Module EN6154).
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Incorporating formative feedback every two weeks, I scaffold students toward summative assessments using informal methods such as questioning, discussions, small group activities, and tools like Kahoot, Townhall discussions, and presentations to enhance understanding.
To ensure clarity, I provide clear instructions, verbal explanations, FAQs, and support sessions. In modules such as EN6154, EN6134, and EN5242, students bring work-in-progress to tutorials, receiving valuable feedback from peers and tutors.
6. Professional Development: Past, Present and Future
Since I began teaching 30 years ago, inclusivity has been a guiding principle in my professional development. I am committed to continuous improvement, always refining my skills to better serve my students and colleagues.
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I leverage technology to promote inclusivity:
After training in Greece (2021), I collaborated on an Erasmus+ project to create an open-access E-Learning Platform (2021-2023), providing resources to help educators adapt teaching materials, scaffold, and apply language-sensitive approaches, enhancing inclusivity.
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I design inclusive teaching methods and assessments:
Since completing UDI training in 2020, I have integrated UDL principles into module content and assessments at UL. I have pursued Special Education Needs training since 2008 and engaged in European Commission courses to develop inclusive pedagogies and assessment tools.
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I enhance students’ and teachers’ capacity for inclusivity:
As a school placement tutor, I guide student teachers in accommodating diverse needs. My training in assistive technologies and intercultural approaches informs my teaching. In 2022, I led a capacity-building event on inclusive practices with international partners and currently collaborate on an Erasmus Mundus project to design an International Masters on Empowerment (2024).
Students’ evaluations note: “Mary clearly has an interest in students and cares about improving herself as well. You can see why she became a teacher/educator—and she has not lost this” (EN4015, 2022). This reflects my dedication to fostering an inclusive environment. I aim to continue to deepen global perspectives in my teaching, creating supportive and globally aware learning experiences.
7. Appendices
7.1 Teaching Evaluations
I strive to enhance each student's potential for success through my assessment approach, providing abundant opportunities for them to demonstrate and nurture their unique abilities. Integrating research and practical application, I adopt a student-centred inclusive approach, utilising assessment as a driving force for continuous learning and professional development in diversity and social justice throughout their teaching careers (Naraian, 2017). 'Mary is a wonderful teacher - she is helpful and supportive during lectures and tutorials... Mary has been very approachable' (EN6064, 2023).
In the summative assessment for module EN6154, students undertake a self-selected policy case study, granting them the autonomy to explore a practice-relevant area of their choice in depth. During the development of this assessment tool, I proactively engaged with students to gather their input, ensuring they had a sense of agency in shaping the process. I also presented the tool to the external examiner, who provided constructive developmental feedback. More recently, during the Teaching Council Accreditation process, the assessment tool was highly praised by colleagues, particularly the interdisciplinary programme partners. They highlighted the significant benefits of allowing students the flexibility to tailor their assessments to areas directly connected to their professional practice.
Adhering to UDL principles (Curneen, 2024), I have diversified my assessment approach beyond the traditional dominant narrative or essay writing. Students appreciate the freedom to choose various options for expressing their learning. Allocating 30% of the final marks to group work, where students engage in three Peer Learning Activities over a 12-week period, has proven effective in boosting participation and success.
Incorporating formative feedback and assessment every two weeks, I continuously scaffold students towards the summative assessment. Utilising informal methods to check for understanding, such as questioning, small group or pair-work, discussions, and interactive tools like Kahoots, Townhall discussions, presentations, and teaching exercises, enhances comprehension.
To ensure clarity, I employ various strategies, including providing clear instructions, regular verbal explanations and reminders, a Frequently Asked Questions document, and assessment support sessions. In specific modules like EN6154 (History & Policy of Education in Context), EN6134 (Curriculum & Professional Agency), EN5242 (Curriculum Policy and Reform Studies), students bring work-in-progress to tutorials, receiving feedback from peers and tutors.
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7.2 Student Evaluations
Below, I present a selection of additional student evaluations for various modules, which I have referenced in earlier sections of this portfolio. I am including them for your reference. I am also sharing the results of the student evaluations for my teaching in two different modules: Module EN4035: Curriculum and Assessment: Policy and Practice and Module 4015: Curriculum and Policy Studies. These evaluations reflect my dedication to fostering an engaging and supportive learning environment that meets the diverse needs of students.
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Each module presents unique challenges and opportunities, requiring tailored approaches to teaching and assessment. In Module EN4035: Curriculum and Assessment: Policy and Practice, I focused on teaching strategies to develop students’ skills in collaborative policy analysis and action planning. A key objective in this module focused was to engage students in critically analysing current educational policies related to curriculum and assessment and apply their learning by developing an action plan that addresses real-world challenges in subject specific instruction.
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Whereas in Module EN4015: Curriculum and Policy Studies, I emphasised the importance of critical analysis of educational policies and the development of inclusive curriculum frameworks, this new module on Curriculum and Assessment: Policy and Practice shifts the focus to the practical integration of curriculum design with effective assessment strategies. The module learning outcomes encouraged students to explore how various assessment models—such as formative, summative, and diagnostic assessments—are used to gauge and support student learning in diverse educational settings.
​The feedback from these evaluations offers invaluable insights into my teaching effectiveness and highlights areas where my efforts have made a meaningful impact. It also informs my continued commitment to excellence in teaching and learning.
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7.3a Student Testimonial No. 1
This is feedback from a student reflecting on her experiences of my teaching in a module:
7.3b Student Testimonial No. 2
A student shares her experience of the support she received during school placement:
7.3c Student Testimonial No. 3
This is a testimonial from a research student, Róisín, who reflects on her positive experience working under my supervision during her research project:
7.4 Peer Observations
7.4a Peer Observation No. 1
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Dr. Angela Farrell, ADI, observed my teaching during a session of the EN4035 module: Curriculum and Assessment: Policy and Practice. This observation offered an opportunity to receive detailed and constructive feedback on my teaching approach, instructional strategies, and classroom management.
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The session observed focused on Mastering Classroom-Based Assessments and Subject Learning and Assessment Reviews, aligning with both the module’s learning objectives and broader educational frameworks, including national policies, the University of Limerick's strategic goals, and the SDGs. A pre-observation meeting allowed us to discuss the lesson plan, learning outcomes, and its contextual relevance.
The report highlights key aspects of the session, such as my efforts to foster a learner-friendly environment, integrate interactive and collaborative activities, and ensure the use of effective teaching aids and strategies. It also identifies areas where I can refine my practice further to enhance student engagement and inclusivity.
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This peer evaluation reflects my commitment to continuous improvement and excellence in teaching, showcasing my efforts to create stimulating, supportive, and impactful learning experiences for students.
7.4b Peer Observation No. 2
The European Commission's Pedagogical Officer provided positive feedback following a recent webinar on intercultural communication, delivered to teachers across Europe.
7.5.Teacher Educator and Researcher
​The Centre for Transformative Learning at UL underscores the significance of integrating research and scholarship into teaching practices to enhance curriculum material. As a teacher educator and researcher, my publications are interwoven with my teaching philosophy, research agenda, and contributions to the advancement of education at local, national, and international levels. My work exemplifies the integration of cutting-edge research with impactful teaching practices, preparing teachers to meet the diverse and evolving demands of modern classrooms. Below, I outline how my publications directly support my work in these areas (Appendices 7.8).
1.1. Advancing Intercultural Competence and Global Citizenship Education
My monograph, 'Perception of the Self and Other and the Role of Language' (Masterson, 2017), serves as a foundational resource for my teaching on cultural diversity and global citizenship in education. This research enriches the theoretical basis of my modules across all levels—undergraduate, postgraduate, and post-doctoral—and directly informs my pedagogical strategies. For instance, insights from this book have shaped curricula designed to foster cultural awareness, aligning with the OECD’s emphasis on educating for diversity. The international recognition of this work is evident through invitations from European Commission, and other agencies, highlighting its impact on national policy and practice. The theory I developed—A Holistic Approach to Intercultural Communication Competence (ICC) (Masterson, 2017)—forms the theoretical framework for CPD training workshops under the Erasmus+ project, TRIP (Training and Realising Innovations in Internationalisation at Home Pedagogies). This initiative focuses on advancing inclusive internationalisation-at-home pedagogies within higher education institutions. By developing innovative teaching approaches, the project equips academic staff, support staff, and students with international and intercultural experiences without requiring physical mobility. The TRIP project is funded by the European Union’s Erasmus+ Programme under grant agreement no. 2021-1-IE02-KA220-HED-000032151.
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​2. Bridging Theory and Practice in Teacher Education
My peer-reviewed publications consistently reflect a commitment to bridging theory and practice, particularly in the context of teacher education. For instance, my forthcoming article, 'Learning to Teach Online for School Placement Students:Exploring Preservice Teachers’ Perceptions and Experiences of their Digital Education' (Masterson et al., 2025), highlights the practical implications of digital education research, providing actionable insights into online and hybrid learning environments. Similarly, my work on teacher well-being and diversity (Murphy et al., 2021) has been instrumental in shaping teacher education programmes that emphasise self-care and pedagogical well-being. This alignment with government priorities and Junior Cycle reforms has had a tangible impact on teacher development, as evidenced by the inclusion of my work in resources for the Limerick & Clare Education and Training Board.
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3. Enhancing Multilingual Practices and Educational Equity
The edited volume 'Promoting Multilingual Practices in School and Home Environments' (Szczepaniak-Kozak et al., 2023) illustrates my dedication to promoting linguistic and cultural diversity in education. This work, along with my co-authored papers such as 'Diversity, Multilingualism, and Change in Irish Schools' (Farrell, Masterson & Daly, 2023), underscores the critical role of teacher education in fostering inclusive and equitable learning environments. These contributions provide a foundation for preparing future teachers to address the complexities of multilingual and multicultural classrooms.
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4. Professional Development and Practitioner Research
As a contributor to professional development manuals and practitioner-focused publications, I have consistently supported in-service teachers by making research accessible and actionable. My articles in the German Teachers' Association Publication (Masterson, 2001, 2002) exemplify my efforts to bridge the gap between academic research and classroom practice, providing language teachers with practical insights. This focus aligns closely with my role in mentoring both pre-service and in-service educators. I have introduced innovative approaches such as the 'ABC Model for Cultural Understanding and Communication' and facilitated engagement in internationalisation-at-home activities through programmes like eTwinning. In addition, my workshops, delivered through the National Forum for the Enhancement of Teaching and Learning in Ireland (2022–2023), and the Ubuntu Network have expanded my impact by offering strategies for internationalisation-at-home initiatives. These sessions have equipped educators with the tools to integrate global perspectives into their teaching, fostering cross-cultural competencies and creating inclusive, globally minded classroom environments.
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5. Research-Informed Curriculum Design
The integration of my research into curriculum design is exemplified by my contributions to the Teacher Well-Being & Diversity Manual (Masterson, 2019 and the resources including the creation of an eLearning Platform for Migrant education as part of the MaMLiSE Erasmus+ project that was awarded the European Label for Innovative Pedagogies in 2024. By embedding well-being and EDI content into lectures, I am fostering a teaching environment that is both informed by research and responsive to emerging educational needs. My work aligns with the University of Limerick’s strategy for engaged learning, ensuring that teacher education remains dynamic and relevant.
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6. Internationalisation and Digital Innovation​
My research on digital technologies in language education (Masterson, 2017, 2018, 2020) and participation in international collaborations, such as eTwinning activities, the TRIP (Internationalisation at Home in HE) initiative, and the EMERGE alliance, demonstrate my dedication to excellence in teaching and innovation. These efforts aim to prepare students for global citizenship. As the National Initial Teacher Education Ambassador for eTwinning in Ireland, I actively promote professional development for educators across Europe, sharing insights from my research with diverse audiences. This commitment to advancing international education through technology has been recognised at the highest levels. In 2024, I delivered a European Commission workshop on internationalisation and digital innovation for teachers and teacher educators across Europe. My leadership in integrating digital innovation was acknowledged when I was invited to speak at the National Forum for the Enhancement of Teaching and Learning in Ireland (2021).
Additionally, I have contributed to the development of online training workshops as part of the TRIP four-year K2 Erasmus project. As the intercultural/inclusion officer for this initiative, I review all content and resources to ensure adherence to best practices in EDI. I also co-created an EDI e-learning module on gender for TRIP project partners, reinforcing my commitment to inclusive and innovative education.
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Conclusion
My practice and scholarly activities are integral to my identity as a teacher educator and researcher. They reflect a consistent focus on addressing key challenges in education— Human Rights EDI issues, SDGs, inclusive practice, cultural diversity, teacher well-being, multilingualism, and digital innovation—while directly informing my teaching practice. I support UL's strategy to be an inclusive campus that supports learning for all. By connecting research with practical applications, I have not only enhanced the learning experiences of my students but also contribute to the broader educational community, positioning me as a leader in teacher education.
7.6: Recording of Teaching
This recording captures a dynamic and carefully structured tutorial for initial teacher education students enrolled in a third year undergraduate module titled: Curriculum and Assessment: Policy and Practice (EN4035).
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This tutorial exemplifies excellence in pedagogical practice by guiding participants through a clear, reflective, and interactive exploration of Subject Learning Assessment Reviews (SLARs) for Junior Cycle students in Ireland.
It begins with a comprehensive overview, ensuring a shared understanding of their purpose and significance.
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Participants are encouraged to reflect critically on their previous experiences, evaluating the benefits and addressing challenges associated with the SLAR process.
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To deepen engagement, the session includes a practical exercise using authentic examples of student work and the Features of Quality criteria, fostering collaborative professional dialogue and honing evaluative skills. This hands-on approach not only reinforces theoretical understanding but also models best practices in assessment.
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The tutorial concludes by emphasising reflective practice, prompting participants to consider actionable improvements in their implementation of SLARs. This reflective cycle embodies the ethos of continuous professional development and a commitment to enhancing student learning outcomes.
Teaching a group of 3rd Year undergraduate teacher education students .
​​​7.7 Samples of Assessments
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​​​Examples of an Innovative Assessment: Catering for Student Diversity (Inclusive Practice) ​​​
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​EN4035: Curriculum and Assessment: Policy and Practice
​Assessmnets: Choice and Focus on Catering for Diversity
In my teaching practice, I strive to create an inclusive and engaging learning environment that caters to the diverse needs, strengths, and preferences of my students. A key example of this is the innovative assessment strategy I have implemented in my module, which exemplifies my commitment to inclusivity and active learning.
The final assessment, worth 60% of the module grade, empowers students by offering them a choice of format. They can opt for a traditional written assignment, produce a podcast, or develop a concept map. This approach recognises the individuality of learners, acknowledging that students express their knowledge and skills most effectively in different ways. By providing these options, I aim to create a more equitable learning experience, ensuring that no student feels limited by a one-size-fits-all assessment method.
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The flexibility in assessment also encourages students to engage more deeply with the subject matter. For instance, those who excel in verbal communication or enjoy creative storytelling often choose the podcast format, which enables them to craft compelling narratives around key concepts. Similarly, visual learners may gravitate towards the concept map, using it to present interconnected ideas and relationships. For those who prefer a traditional approach, the written assignment remains a robust option to showcase their analytical and critical thinking skills.
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In addition to this individualised assessment, the module includes a group-based project that fosters collaboration and real-world application. In this task, students work in small teams to design a short educational course tailored for use in schools. This hands-on project develops essential skills such as teamwork, creativity, and practical teaching strategies, while also helping students experience the dynamics of collaborative work. It mirrors the realities of professional environments, preparing them for future roles where collaboration is key.
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The combination of these assessments reflects my holistic approach to teaching. It balances individual and collective learning experiences, prioritizing inclusivity, creativity, and real-world applicability. My goal is to ensure that every student, regardless of their background or learning style, has the opportunity to succeed and feel empowered in their learning journey.
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The overwhelmingly positive feedback from students affirms the impact of these strategies (please see student evaluaiton 2024). They appreciate having the freedom to choose an assessment format that aligns with their strengths and interests, as well as the opportunity to engage in meaningful, collaborative work through the group project.
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I aim to enhance each student's potential for success through my assessment approach, providing abundant opportunities for them to demonstrate and nurture their unique abilities. Integrating research and practical application, I adopt a student-centred approach, utilising assessment as a driving force for continuous learning and professional development in diversity and social justice throughout their teaching careers.
In the summative assessment for module EN6154 (History & Policy of Education in Context), students engage in a self-selected policy casing, giving them the autonomy to delve deeply into a practice-relevant area. Throughout the development of this assessment tool, I actively sought input from students beforehand, ensuring their agency in the assessment process. I presented the tool to the Postgraduate external examiner and received positive developmental feedback. During our Teaching Council Accreditation process, this assessment instrument received praise from colleagues, particularly those in the School of Education, who emphasised the advantages of allowing students the flexibility to choose an area related to their practice for their assessment.
Adhering to UDL principles, I have diversified my assessment approach beyond the traditional dominant narrative or essay writing. Students appreciate the freedom to choose various options for expressing their learning. Allocating 30% of the final marks to group work, where students engage in three Peer Learning Activities over a 12-week period, has proven effective in boosting participation and success.
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Incorporating formative feedback and assessment every two weeks, I continuously scaffold students towards the summative assessment. Utilising informal methods to check for understanding, such as questioning, small group or pair-work, discussions, and interactive tools like Kahoots, Townhall discussions, presentations, and teaching exercises, enhances comprehension. To ensure clarity, I employ various strategies, including providing clear instructions, regular verbal explanations and reminders, a Frequently Asked Questions document, and assessment support sessions. In specific modules like EN6154 (History & Policy of Education in Context), EN6134 (Curriculum & Professional Agency), EN5242 (Curriculum Policy and Reform Studies), students bring work-in-progress to tutorials, receiving feedback from peers and tutors.
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​​​7.8 ​​Publications and Conference Papers
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Book
Masterson, M. (2017). Perception of the Self and Other and the Role of Language: An Exploratory Qualitative Study. Frankfurt am Main: Peter Lang.
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Edited Book
Szczepaniak-Kozak, A. / Farrell, A. / Ballweg, S. / Daase, A. / WÄ…sikiewicz-Firlej, E. / Masterson, M. (2023). Promoting multilingual practices in school and home environments: Perspectives from Germany, Greece, Ireland and Poland. Göttingen: Vandenhoeck & Ruprecht.
Peer Reviewed Papers/Reports
Masterson, M., Calderón, A., & Boynuegri, E. (forthcoming). Learning to Teach Online for School Placement Students: Exploring Preservice Teachers’ Perceptions and Experiences of their Digital Education. Irish Educational Studies.
Calderón, A., Masterson, M., & Boynuegri, E. (2024). Learning online and teaching face to face: Exploring the planned and enacted conception of teaching of preservice teachers on school placement. Teaching and Teacher Education, 144, 104598. https://doi.org/10.1016/j.tate.2024.104598
Farrell, A. & Masterson, M. Daly, M. (2023). ‘Diversity, Multilingualism and Change in Irish Schools: Challenges, Opportunities and Implications for Teacher Education’. Glottodidactica, 50(1).
Murphy, T. R., & Masterson, M. (2022). Teacher Learning Communities and Leadership: Insights from A DEIS Urban Second-Level School. Societies, 12(4).
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Murphy, T.R.N., Masterson, M., Mannix-McNamara, P., Tally, P., & McLaughlin, E. (2021). The being of a teacher: teacher pedagogical well-being and teacher self-care. Teachers and Teaching, 1-15. https://doi.org/10.1080/13540602.2021.1913403.
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Masterson, M. (2020). An Exploration of the Potential Role of Digital Technologies for Promoting Learning in Foreign Language Classrooms. International Journal of Emerging Technologies in Learning, 15 (4)).
Masterson, M. (2019). Contributing author to Teacher Well-being & Diversity Manual (A Manual for Teachers in diverse educational settings). University of Limerick/Mary Immaculate College, Limerick Erasmus+ Project. Project number: 2016-1-N001-KA-201-022081.
Masterson, M. (2019). Contributing author to Teachers’ Pedagogical Work and Well-being Research Report. Seed Funded SCoTENS Research Project, University of Limerick/Queens University Belfast.
Masterson, M. (2018). Self-Discovery Through the Experiential Co-Construction of Life-Stories in the Foreign Language Classroom. Journal of Experiential Education, 41(4).
Parker-Jenkins, M. & Masterson, M. (2013). ‘No longer 'Catholic, White, and Gaelic': schools in Ireland coming to terms with cultural diversity.’ Irish Educational Studies, 32 (4).
Book Chapters
Masterson, M. (in print, April 2025). Beyond Fact-Focused Instruction: Advancing Classroom Practice in Global Citizenship Education. In ‘Redirecting the Flow of Knowledge Across Languages and Cultures: Autobiographical Teaching and Literacy Pedagogies’ (chapter 5 in edited book (Information Age Publishing) – Finkbeiner, C., Rahat, Z., and Buch, B.. Charlotte: IPA.
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Masterson, M. (forthcoming). A Dialogical Adventure in Foreign Language Education: ABCs of Cultural Understanding and Communication. In ‘Foreign Language Learning and the Role of Language, Culture, and Literacy’ – Schlauer, J., Olson, M. (forthcoming).
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Masterson, M. (forthcoming). The Importance of Developing Intercultural Communication Competence (ICC) as a Transversal Skill in Higher Education for Students, Academics, and Professional Support Staff. In the TRIP Project Open Access Publication.
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Murphy, T., Mannix McNamara, P., Slattery, G., Masterson, M., O’Sullivan, M., and Corry, J. (2021) Perspectives on Teacher Pedagogical Well-being at an urban, multi-denominational, co-educational, second-level school. In 'Teacher Well-Being and Diversity: Managing language and social diversity in classrooms' (chapter 7 in an edited book (Springer) – Murphy, T., and Mannix McNamara, P.).
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Masterson, M. (2025, in print). No Longer Enough to Know Things: Moving Beyond Current Classroom Practice in Global Citizenship Education. In Redirecting the Flow of Knowledge: From the Individual to the Local to the National to the International Perspective. Finkbeiner, C., Zaidi, R., Roy-Campbell, Z., Pallais, D. Ikpeze, C. & Buch, B. (eds). LaGrange, USA: Literary Research Association.
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Other Publications
Professional Bodies Association Publications: German Teachers’ Association of Ireland (GDI)
As a teacher educator, I recognise the crucial role of directly sharing knowledge with practicing teachers through their subject associations. To facilitate this, I regularly deliver guest lectures at annual subject association conferences and at events organised by the Department of Education and Skills' subject inspectors. Additionally, my practitioner publications have a wide reach, both within Ireland and internationally, as they offer valuable insights on conducting practitioner research in schools. These resources are highly regarded by language teachers and provide practical guidance on enhancing their teaching practice through research.
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Masterson, M. (2002). ‘Interkulturelles Lernen im Deutschunterricht: Einführung des ABC-Modells für kulturelles Verständnis und Kommunikation’ (Intercultural Education in the German Language Classroom: Introducing the ABC’s Model for Cross-Cultural Understanding and Communication). GDI Bulletin. 2002, Number 20.
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Masterson, M. (2001). ‘Applications of Language Learning Strategies in the Classroom’. GDI Bulletin, 2001 Bulletin, Number 19.
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Professional Development Texbook and Guidelines for Teachers and Teacher Educators/Trainers
Teacher Well-Being Diversity: A manual for teachers in diverse educational settings (O’Sullivan, ed., 2009)
Masterson, M. (2019). Contributing author to Teacher Well-being & Diversity Manual. UL/MIC Erasmus+ Project. Project number: 2016-1-N001-KA-201-022081.
I have incorporated teacher well-being into my lectures by fostering a teaching environment that draws on current research and scholarship, ensuring up-to-date subject content in the curricula. Teacher well-being is a key area of research being actively promoted by the Government, particularly through the inclusion of well-being in the Junior Cycle Framework curriculum. Additionally, the Limerick & Clare Education Training Board has adopted the manual as a resource for their schools and training centers, supporting professional development for teachers and instructors.
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Conference Proceedings
National level
Masterson, M. (2024). Supporting Students Online: Inclusive Practices in Education. eTwinning National Conference 2024. 19 November. Dublin.
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Calderon. A., Masterson, M., Boyneugri, E. (2022). Learning in on-line environments to teach face-to-face in schools: Exploring preservice teachers’ learning and teaching effectiveness while on school placement. Education Studies Association of Ireland (ESAI) Conference 2022, 7 – 9 April 2022. Accepted submission.
Masterson, M. (2021). Telecollaborations: A Catalyst for Internationalisation at Home: eTwinning - example of best practice at second level. National Forum, Valuing Ireland’s Teaching & Learning Event, 24 November 2021 (Online).
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Calderon. A., Masterson, M., Boyneugri, E. (2021). Learning in online environments to teach face-to-face in schools: Exploring preservice teachers’ learning and teaching effectiveness while on school placement. National Forum, VIT & L. Teaching and Learning Showcase 2021.
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Masterson, Murphy, O’Sullivan & Corry, Pedagogy for Possibility: The potential of teacher learning communities toward promoting teacher criticality. European Educational Research Association (ESAI) 2021. Virtual Conference (Irish Educational Studies Association of Ireland), 25-26 March 2021.
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Masterson, M., Murphy., T., O’Sullivan, M., Slattery, G. (2020). Teacher Well-being and Diversity: An Exploration of Teacher Pedagogical Well-being at an urban multi-denominational, co-educational, second-level school. University of Limerick School of Education Research Symposium, January 23, 2020. University Limerick.
Masterson, M. (2019). Evaluating eTwinning Projects. eTwinning Ambassadors Conference. 16 November 2019. Dublin.
Masterson, M., Murphy, T. Mannix McNamara, P., O’Sullivan, M., and Corry, J. (2019). Learning from Other Teachers in Teacher Learning Communities. FÉILTE 2019: Education 360: Learning from Others. 27-28 September 2019. National University of Ireland, Galway.
Masterson, M. (2019). Methods to involve young people in designing and managing projects together. eTwinning Ambassadors Conference. 9 March 2019. Dublin.
Masterson, M. (2019). Engaging Language Learners in a Collaborative Digital Classroom in Times of Change. Education Studies Association of Ireland (ESAI) Conference, 11-13 April 2019, St. Angela’s College, Sligo.
Masterson, M. (2018). Designing and implementing hands-on eTwinning Projects. eTwinning Ambassadors Conference. 24 November 2018. Clayton Hotel, Dublin.
Murphy, T. Mannix McNamara, P., Masterson, M., O’Sullivan, M., and Corry, J. (2018) Insights from Teachers’ Pedagogical Well-being: Responding to Educational Disadvantage Erasmus+ Project. FÉILTE 2018: Life-long learning: Making a difference! Mary Immaculate College, Limerick,5-6 October 2018.
Murphy, T. Mannix McNamara, P., Masterson, M., O’Sullivan, M., and Corry, J. (2018). Teacher Well-being & Diversity: Perspectives on Teacher Pedagogical Well-being at an urban, multi-denominational, co-educational, second-level school. Teacher Well-being and Diversity. Teacher Well-being and Diversity Conference. University of Limerick, June 2018.
Masterson, M. (2018). Teacher Well-being and Pupil Well0being in an Irish Disadvantaged School Context. Teacher Well-being and Diversity Conference. University of Limerick, June 2018.
Masterson, M., Murphy, T., Mannix McNamara, P, O’Sullivan, M., and Corry, J. (2017). Introducing an Erasmus Project
on Teacher Well-being. Erasmus 30 Years Celebration, University of Limerick, 1 December 2017.
Murphy, T., Mannix McNamara, P., Masterson, M., Tally, P. and McLaughlin, E. (2017) Teachers’ Pedagogical Well-being: Responding to Educational Disadvantage Teacher Education Policy in Europe (TEPE). Mary Immaculate College, Limerick, May 19-20.
Masterson, M. (2017) Promoting Cultural Awareness in the Post-Primary Foreign Language Classroom. Sixth Annual International Research Methods Summer School (IRMSS): Mary Immaculate College, Limerick, Ireland, May 2017.
Masterson, M. (2016). Responding to the Diversity Factor in Differing Worlds: Developing Cultural Awareness among Foreign Language Learners. Educational Association of Ireland Annual Conference, National University of Ireland, Galway, 31st March - April 02, 2016.
Tindall, D. & Masterson, M. (2011) Specific Learning Difficulties and Special Educational Needs in the Classroom. Professional Practice Conference, University of Limerick, November 29.
Parker-Jenkins, M. & Masterson, M (2009) Responding to Cultural Diversity: The Irish Experience. Educational Studies Association of Ireland Annual Conference, Kilkenny, April 2-4.
Masterson, M. (2009) ABC’s of Cultural Understanding and Communication: Teachers Developing Cultural Awareness in Classrooms. Educational Studies Association of Ireland Annual Conference, Kilkenny, April 2-4.
Masterson, M. (2009) Exploring Cultural and Linguistic Diversity in Irish Classrooms: Foreign Language and Cultural Learning in Tandem. The Irish Association for Applied Linguistics. Language Policy and Language Learning: New Paradigms and New Challenges. Limerick, June 18-20.
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Masterson, M. (2008) Lets learn Culture! Educational Studies Association of Ireland Annual Conference, Galway March 6-8.
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International level Conference Proceedings
Masterson, M. (2024). Effective Intercultural Communication Skills in Inclusive Internationalisation at Home, TRIP: Teaching and Realising Innovation in Internatiobnalisation at Home Pedadogies, 20-22 November, TRIP Multiplier and Training Event, 20-22 November, Madrid, Spain.
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Masterson, M. (2024). Wellbeing in Education: How can eTwinning support Wellbeing at School? eTwinning ITE Conference 2024: Fostering Citizenship education through eTwinning for future teachers. 28-30 November 2024, Budapest, Hungry.
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Masterson, M. (2024). eTwinning EUN Partnership AISBL. Brussels, June 19 2024.
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Calderon. A., Masterson, M., Boyneugri, B., (2022). Symposium – Digital technology in physical education and sports – A contemporary perspective. October 20-21, 2022 – AIESEP FLASH Blog
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Masterson, M., Boyneugri, B., Calderon. A. (2022). ‘Learning to Teach in Schools in 0nline Environments: Exploring Preservice Teachers’ Self-Perceptions of their Online and In-Person Teaching and Learning’. European Education Research Association Conference 2022 (EERA), ECER 2022 Yerevan and ECER Plus, Aug 22 - Sep 10, 2022.
Masterson, M., Farrell, A., Daly, M., La Touche, A., (2022). ’Responding to Diversity and Multilingualism in Schools in Ireland: Implementing A Critical Approach in Teacher Professional Development.’ Association for Language Awareness ALA Conference 2022: Language Awareness for the Next 30 Years, 7-8 July 2022, Universidade Estadual Paulista « Júlio de Mesquita Filho”, Brazil (Online)..
Murphy, T.R.N., Masterson, M. ‘Teacher Well-being and Teacher Reflexivity’. Teacher Education Policy in Europe (TEPE, Online). Sustainability and Ethics in Teacher Education and Education Policy. May 13-15, 2020, Helsinki, Finland.
Murphy, T.R.N., Masterson, M., O’Sullivan & Corry, InFo-TED Academy 2021 Online Conference. 23-25 June 2021.
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Murphy, T. R.N., Masterson, M., Corry, J. & O’Sullivan, M. (2021). ‘Teacher Learning Communities and Teacher Reflexivity’ European Education Research Association (ECER) Conference Geneva 2021 (Online 2-6 September 2021).
Murphy, T.R. N., Masterson, M., (2021) Teacher collaboration and enhanced teaching and learning: The potential of Teacher Learning Communities at an urban second level school. Association for Teacher Education in Europe (ATEE) Annual Conference (Online 9-11 September).
Masterson, M., Murphy, T., O’Sullivan, M., and Corry, J. (2019). Teacher Well-being & Diversity: Perspectives on Teacher Pedagogical Well-being at an urban, multi-denominational, co-educational, second-level school. Teacher Well-being and Diversity Conference, Oslo Metropolitan University (OsloMet), Norway, 14 June 2019.
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Masterson, M., O’Sullivan, C., and O’Sullivan, L. (2019). Teacher Well-Being and Diversity: A manual for teachers in diverse educational settings. Teacher Well-being and Diversity Conference, Oslo Metropolitan University (OsloMet), Norway, 14 June 2019.
Masterson, M. (2019), Murphy., Mannix-McNamara, P., Slattery, G., O’Sullivan, M. and Corry, J. Teacher Pedagogical Well-Being: Insights from an Irish Context. Teacher Well-being and Diversity Conference. University College Copenhagen, Denmark 17 June 2019.
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Masterson, M. (2019). Linguistic Diversity in Irish Schools and Society. Teacher Well-being and Diversity Conference. University College Copenhagen, Denmark, 20 June 2019.
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Murphy, T., Masterson, M., O’Sullivan, M., and Corry, J. (2018). Erasmus+ Teacher Well-being and Diversity Project (TWBD): Managing Language and Social Diversity in Classrooms. Cape Town, South Africa. 18- 22 June 2017.
Masterson, M. (2018). Diversity and Identity in Irish Classrooms. Teacher Well-being and Diversity Conference. Cape Town, South Africa, 18-22 June 2018.
Murphy, T., Mannix-McNamara, P., Masterson, M., O’Sullivan, M., and O’Brien, E (2017) Teacher Well-Being and Diversity: Managing language and social diversity in classrooms Association for Teacher Education in Europe (ATEE). Dubrovnik: Croatia, 23 June 2017.
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Masterson, M (2015) Insights from an empirical ABCs study with foreign language learners in a school setting. Doctoral Studies Colloquium, University of Kassel, Germany, 20 June 2015.
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Masterson, M (2014) ‘Problematising Case Study Research’. Doctoral Studies Colloquium, University of Kassel, German, 29 May 2014.
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Masterson, M (2013) ‘The ABCs of Cultural Understanding and Communication’. Doctoral Studies Colloquium, University of Kassel, Germany, 24 June 2013.
Masterson, M. (2012) ‘Applying the ABC’s Model in the context of Higher Education’. DAAD Alumni Conference, University of Kassel, Germany, 26 June 2012.
Masterson, M. (2011) ‘Data Collection, Analysis and Interpretation: The ABC’s Model of Cultural Understanding and Communication.’ Research Colloquium, Kassel, Germany, 7 July 2011.
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Parker-Jenkins, M. & Masterson, M. (2010) ‘Responding to Cultural Diversity in Ireland: Issues, Dilemmas and Challenges’. American Educational Research Association, “Understanding Complex Ecologies in a Changing World”, Denver, USA, April 30–May 4, 2010.
Masterson, M. (2010) ‘Exploring Cultural Awareness in Foreign Language Learning: Lessons from Ireland and German.’ Association for Language Awareness, Kassel, Germany, 28 July 2010.
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Parker-Jenkins, M. & Masterson, M (2009) ‘Managing Cultural Diversity in the Classroom.’ British Educational Research Association Conference, University of Manchester, 4 September 2009.
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7.9 Overview of Modules Taught
Throughout my teaching career, I had the opportunity to work with a wide range of learners, from large lecture groups to smaller, more focused seminars. My experience spans working with young and mature students, as well as international learners, all of whom bring diverse perspectives to the classroom. As a teacher educator, I prioritise inclusivity and best practices, ensuring that every student feels supported and empowered to succeed. Here’s an overview of the modules I have taught.
8. References
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Burgstahler, S., & Cauce, A. M. (2020). Creating inclusive learning opportunities in higher education: A universal design toolkit (pp. 47-8). Cambridge, MA: Harvard Education Press.
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Calderón, A., Masterson, M., & Boynuegri, E. (2024). Learning online and teaching face to face: exploring the planned and enacted conception of teaching of preservice teachers on school placement. Teaching and Teacher Education, 144, 104598.
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Curneen, A. (2024). Universal Design for Learning as a Two-pronged Approach to Inclusive Practice in Initial Teacher Education in Ireland. All Ireland Journal of Higher Education, 16(2).
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Naraian, S. (2017). Teaching for inclusion: Eight principles for effective and equitable practice. Teachers College Press.
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Saroyan, A., & Frenay, M. (Eds.). (2023). Building teaching capacities in higher education: A comprehensive international model. Taylor & Francis.
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​​​​Teaching is more than a profession; it is a great responsibility and privilege to shape minds, inspire curiosity, and empower individual students reach their fullest potential. Throughout my teaching journey, I have sought to create a dynamic, inclusive, and supportive environment where students feel valued and encouraged to excel both academically and personally. My commitment to innovation, continuous improvement, and fostering a love for lifelong learning is rooted in the belief that education is transformative and should be accessible to all.
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The successes I have witnessed—whether in students mastering complex concepts, achieving personal milestones, or finding their passion—are my greatest motivators and affirmations of purpose. These achievements are the result of thoughtful planning, adaptability, collaboration with colleagues, and, most importantly, genuine care for each student's unique path.
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Receiving the Excellence in Teaching Award would be a testament to the shared efforts of students, peers, and the broader educational community. It would further fuel my dedication to advancing educational excellence and serving as an advocate for meaningful and equitable learning experiences.
Thank you for considering my application. I remain committed to upholding the values of this profession and to inspiring a brighter future through my teaching.​​​​​​​​​​​​​​​​​​​​​​​​