Gerry Czerniawski

Professor Gerry Czerniawski

Professor

Initial Teacher Education, Research Degrees Leader, Practitioner Research Group

, School of Education and Communities

Gerry runs the doctoral programmes (PhD and Professional Doctorate in Education) at the School of Education and Communities and teaches on Initial Teacher Education (ITE) courses.  In addition to his role as a researcher, author and teacher educator he is the Chair of the British Curriculum Forum, Lead Editor of the BERA Blog and a trustee and council member of the British Educational Research Association (BERA).

Qualifications

  • PGCE, Masters, PhD

Areas Of Interest

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  • Teaching and Learning
  • Student Voice
  • Teacher identities; the identities of teacher educators
  • Continuing Professional Development
  • The role of homework in educational achievement
  • Prison education
  • The global dimension in schools and comparative education
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Gerry Czerniawski
g.czerniawski@uel.ac.uk 020 8223 2221 ED.3.03, Stratford
On This Page

OVERVIEW

Gerry was awarded his degree at the University of North London (now London Metropolitan University) before completing both his PGCE and Master's degrees at London University's (UCL) Institute of Education and his PhD at King's College London.

His research interests include teaching and learning, student voice, teacher and teacher educator identity, CPD and prison education.

Gerry passionately worked in the multi-cultural environment in the London Borough of Newham for ten years teaching humanities, sociology and business studies at secondary and post-sixteen levels before gradually moving into teaching within Higher Education within both the political sciences and education (The Open University, University of Northampton, London Metropolitan University and London University's Institute of Education).

Gerry runs the doctoral programmes (PhD and Professional Doctorate in Education) at the School of Education and Communities.

He is the founding editor of Research in Teacher Education, Deputy Editor of the journal Management in Education and on the advisory board of the Journal for Critical Education Policy Studies.

He reviews for a wide range of educational journals (including the European Journal of Teacher Education and the Journal of Education Policy) and for book publishers including SAGE, Routledge and Emerald.

Gerry holds a National Teaching Fellowship from the Higher Education Academy and is a trustee and council member of the British Educational Research Association (BERA). Gerry is the Lead Editor of The BERA Blog, Chair of the British Curriculum Forum and a Principal Fellow of the Higher Education Academy.

Gerry is the editor of the bi-annual periodical, Research in Teacher Education, from the School of Education and Communities. This publication offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases articles and book reviews from members of staff and the wider teacher education community within and beyond the UK. While nurturing and publicising the creative talent within teacher educators the periodical seeks to stimulate, provoke and extend discussion and debate with all other professionals involved in the professional development of teachers. ‌

Gerry teaches on Initial Teacher Education (ITE) courses and runs the Doctoral programmes (PhD and Professional Doctorate in Education). In addition to his role as a researcher, author and teacher educator he is:

  • Research Mentor
  • Athena Swan Mentor
  • Practitioner Research Group Leader
  • Research Degrees Leader
  • Programme Leader for the Professional Doctorate in Education
  • Postgraduate Research Lead
  • Chair of the School's Research Degrees Subcommittee
  • Editor of Research in Teacher Education

PUBLICATIONS

Accordion

Book chapters

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  • Czerniawski G. 2022. Professional development or professional learning: developing teacher educators' professional expertise. In: Meyer D (Ed) The International Encyclopedia of Education (4th Edition). London: Elsevier
  • Czerniawski G., MacPhail A., Vanassche E., Ulvik M., Guberman A., Olbekkink-Marchand H., and Bain Y., 2021. Researching the professional learning needs of teacher educators: results from international research. In: Vanderlinde R., Smith K., Murray J., and Lunenberg M. [Eds]. Teacher Educators and their Professional Development: Learning from the Past, Looking to the future. London: Routledge.
  • Czerniawski G. 2021. Researching teacher education in urban contexts. In: Mayer D. & Menter I (eds.) Becoming a Teacher Education Researcher. London: Critical Publishing.
  • Burnell I. & Czerniawski G. 2020. Getting over the finishing line. In: Burnell I & Roffey-Barentsen J. 2020. Completing your EdD - The Essential Guide to the Doctor of Education. London: Emerald
  • Czerniawski G. 2020. Prison Education: A Northern European Wicked Policy Problem. In: K. Albertson., M. Corcoran and J. Phillips (Eds). Marketisation and Privatisation in Criminal Justice. Bristol: The Policy Press.
  • Czerniawski G., Kidd W., Murray J. 2019. We are all teacher educators now: understanding school-based teacher educators in times of change in England. In: Swennen A., Kosnik C. and Murray J (Eds). International research, policy and practice in teacher education: insider perspectives. London: Springer. 
  • Murray J., Czerniawski G., Barber P. 2019. Who is teaching me and what do they know? Student teachers' perceptions of their teacher educators. In. Swennen A., Kosnik C and Murray J (Eds). International research, policy and practice in teacher education: insider perspectives. London Springer
  • Murray J., Czerniawski G., Kidd W. 2017. The impact of alternative routes on the work and identities of teacher educators: the English case. In: Feiman-Nemser S. and Ben-Peretz M. [eds.] Getting the teachers we need - international perspectives on teacher education. London: Rowman and Littlefield. 
  • Czerniawski G. 2015. A longitudinal study of the professional development of teachers - the challenges of comparison. In: Fritzsche B., Huf C. (Eds): The benefits, problems and issues of comparative and cross-sectional research - ethnographic perspectives. London: EE/Tufnell Press.
  • Czerniawski G. & Ulvik M. 2014. Changing Contexts - Changing Landscapes. In: Rabensteiner P.M. (Ed) Internationalisation in Teacher Education. Baltmannsweiler: Schneider Verlag Hohengehren. 
  • Kidd W., Czerniawski G. 2013. Valuing Student Voice in Practice-based education. In: Higgs J., Baldry-Currens J., Jensen G., Letts W., Sheehan D. (Eds). Realising Exemplary Practice-based education. Sydney: Sense Publishers
  • Murray J., Czerniawski G., Barber P. 2013. Teacher educators identity and work in England at the beginning of the second decade of the twenty-first century. In: J Murray and C Kosnik (Eds) Academic Work and Identities in Teacher Education. London Routledge
  • Czerniawski G., Garlick S. 2011. Trust, contextual sensitivity and student voice. In: Czerniawski G & Kidd W (Eds) The Student Voice Handbook - Bridging the Academic/Practitioner Divide. London: Emerald. 
  • Czerniawski G. 2010. Constructing and deconstructing newly-qualified teachers' values in an urban context. In: L. Ang, J. Trushell and P. Walker (Eds). Learning and Teaching in the Metropolis. London: Rudopi
  • Czerniawski G. 2008. Constructing and deconstructing the values of beginning teachers in Norway, Germany and England. In: Comparative education, teacher training, education policy and social inclusion. Sofia: Bureau of Education Services. 
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Accordion

International peer-reviewed journals

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  • Czerniawski G., Gray D., MacPhail A., Bain Y., Conway P., Guberman A.. 2018. The professional learning needs and priorities of higher-education based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching. 44 (2): 133-149
  • MacPhail A., Ulvik M., Guberman A., Czerniawski G., Oolbekkink-Marchand & Bain Y. 2018. The Professional Development of Higher Education-based teacher educators: needs and realities. Professional Development in Education. DOI: 10.1080/19415257.2018.1529610
  • Czerniawski G., MacPhail A., Guberman A. 2017. The professional development needs of higher education-based teacher educators: an international comparative needs analysis. In: the European Journal of Teacher Education. 2017, Vol.40(1): 127-140
  • Czerniawski G. 2016. A race to the bottom: Prison Education in England and Wales. In: the Journal of Education Policy. 31 (2): 198-213.
  • Czerniawski G. 2013. Professional Development for Professional Learners: Teachers' experiences in Norway, Germany and England. In: Journal of Education for Teaching. 39 (4): 383-399.
  • Czerniawski G. 2012. Repositioning Trust: a challenge to inauthentic neo-liberal uses of pupil voice. In: Management in Education. 26 (3): 130-139
  • Czerniawski G. 2011. Emerging Teachers - Emerging Identities: Trust and Accountability in the construction of newly qualified teachers in Norway, Germany and England. In: European Journal of Teacher Education. 34 (4) 431-447
  • Murray J., Czerniawski G., Barber P. 2011. Teacher Educators' identities and work in England at the beginning of the second decade of the twenty-first century. In: Journal of Education for Teaching. 37 (3) 261-277
  • Czerniawski G. 2009. Positioning the values of early career teachers in Norway, Germany and England. In: European Journal of Education. 44 (3) 331-342
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Accordion

Books

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  • Czerniawski G. 2018. Teacher educators in the twenty-first century: identity, knowledge and research. London: Critical Publishing. 
  • Czerniawski G., Kidd W. 2013. Homework for Learning. London: Open University Press/McGraw-Hill.
  • Czerniawski G., Kidd W. (Eds) 2011. The Student Voice Handbook. London Emerald.
  • Kidd W., Czerniawski G. 2011. Teaching teenagers - a toolbox for engaging and motivating teenage learners: A toolbox for teachers. London: Sage
  • Czerniawski G.. 2010. Emerging Teachers and Globalisation. New York: Routledge/Taylor Frances.
  • Kidd W., Czerniawski G., 2010. Successful teaching 14-19 -Theory, practice and reflection. London: Sage.
  • Kidd W., Czerniawski G., Abbot D. 2005. Heinemann Sociology AQA A2. Oxford: Heinemann
  • Kidd W., Abbot D, Czerniawski G., 2004. Heinemann Sociology OCR A2. Oxford: Heinemann
  • Kidd W., Czerniawski G., Abbot D., 2004. Heinemann Sociology AQA AS. Oxford: Heinemann.
  • Kidd W. Czerniawski G., Abbot D. 2004. Heinemann Sociology OCR AS. Oxford: Heinemann.
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Accordion

Recent conference papers

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  • Czerniawski G. (2015). Prison teachers matter: a study of the roles, identities and knowledge bases of teachers working in English prisons. Paper presented at the British Educational Research Association (BERA) annual conference (Belfast) September 15th 2015. Queen's University Belfast.
  • Czerniawski G, MacPhail A., Guberman A. (2015). Teacher Educators' Professional Learning and Development needs. Paper presented at the British Educational Research Association (BERA) annual conference (Belfast) September 15th 2015. Queen's University Belfast. 
  • Czerniawski G & Ulvik M. (2014) Parameters of Fuzziness: Teacher Educators' identities in England, Germany and Norway. Paper presented at: Governing Educational Spaces in Europe. XXVI CESE Conference. June 10-13 University of Freiburg, Germany
  • Czerniawski, G., Kidd, W. & Murray, J. (2013) Understanding teacher educators as teachers of teachers: exploring multiple perspectives. Presentation at the AERA Conference, San Francisco, USA. 1st May 2013. Education and Poverty: Theory, Research, Policy and Praxis
  • Czerniawski G (2012) Nice work if you can get it! a longitudinal study of teacher professional development in Norway, Germany and England, symposium paper presented at DGfE Osnabruck, Germany 12. - 14. März 2012
  • Murray J., Barber P., Czerniawski G (2010) The importance of experience in teacher education: exploring change in teacher educators' identities over time. Paper presented at The European Educational Research Association, University of Helsinki, Finland.
  • Czerniawski G (2009) Leaving the Nest - an examination of newly qualified teachers in Norway, Germany and England - Paper presented at the European Conference on Educational Research, University of Vienna, 28 - 30 September 2009
  • Herrington N, Czerniawski G, Wright K, (2009) Embedding Global Citizenship into Secondary Initial Teacher Training through the use of Virtual Schools: some lessons (Escalate)
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Accordion

Reports

  • Czerniawski G; Swift A., Day T. (2015). Workplaced learning: A case study in the identities and professional learning of trainee Royal Literary Fund Consultative Fellows. London: Royal Literary Fund
  • Czerniawski G, Garlick S., Hudson T., Peters P. (2010) Listening to Learners, Report for the Higher Education Academy/Escalate
Accordion

Online conference papers

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  • Czerniawski G, Garlick S., Hullen H. (2010) Listening to Learners - Partnerships in Action -A case study from the London Borough of Havering, Paper presented at The European Educational Research Association, University of Helsinki, Finland
  • Czerniawski G, Wright K & Herrington N (2010) One Year on - Embedding the Global Dimension into Secondary Initial Teacher Training through the use of Virtual Schools, Paper presented at the Local4Global Conference, Southbank University, July 2010
  • Czerniawski G, Garlic S. (2009) Practices, tensions and ambiguities in the voices of learners: a case study from the London Borough of Havering - Paper Presented at Manchester University at the BERA Annual Conference September 2009 (Education-line)
  • Czerniawski G (2009) New Values - New Careers: an examination of the values of Newly Qualified Teachers in Norway, Germany and England in: A Jackson [ed] Innovations and Developments in Initial Teacher Education (Escalate)
  • Czerniawski G (2008) Emerging Teachers - Emerging Values - A study of newly qualified teachers in Norway, Germany and England - Paper Presented at Heriot-Watt University Edinburgh at the BERA Annual Conference September 2008 (Education-line) .
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Accordion

Published book reviews since 2008

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  • Stephens P. (2013). Social Pedagogy - Heart and Head. Bremen: EHV
  • Rizvi F and Lingard B. (2010) Globalising Education Policy, New York: Routledge, reviewed in:Critical Studies in Education, 52 (3) (2011) pp. 295-297
  • Hudson B., Zgaga P. (2008))Teacher Education Policy in Europe - A Voice of Higher Education Institutions (Umea) - reviewed in The Journal of Education Policy Vol 25 no 3 (2010)
  • Kelly A., (2007) School Choice and Student Well-Being – Opportunity and Capability in Education,New York, Palgrave MacMillan - reviewed in The Journal of Education Policy Vol 23, No 6, 2008
  • Fautley M., Savage J. (2007) Creativity in Secondary Education, Exeter, Learning Matters - reviewed in Management in Education (Sage)
  • Caldwell B.J. (2007) Re-Imagining Educational Leadership, London, Sage - reviewed in Management in Education
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TEACHING

Initial Teacher Education

We are one of London's leading centres for teacher training, offering highly successful programmes for Primary, Secondary and Post-Compulsory levels.

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EdD Professional Doctorate in Education

Gain the opportunity and the skills to conduct robust and innovative research that will improve the policy, practice and quality of education.

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MODULES

  • Secondary Schools Direct and PGCE
  • PGCE Post Compulsory Education and Training/Cert Ed.
  • Doctoral and Masters Programmes