Gerry Czerniawski

Professor Gerry Czerniawski

Professor

Initial Teacher Education, Research Degrees Leader, Practitioner Research Group

College of ProServ Research , 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

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 published research interests include teaching and learning; student voice; teacher and teacher educator identity; teacher and teacher educator professional learning/CPD; doctoral studies; 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 UCL’s Institute of Education). He was awarded a National Teaching Fellowship from the Higher Education Academy and is a trustee, director and elected council member of the British Educational Research Association (BERA). Gerry runs the Professional Doctorate in Education at UEL. He is the Lead Editor of The BERA Blog, Founding and Lead Editor of Research in Teacher Education, former Chair of the British Curriculum Forum and a Principal Fellow of the Higher Education Academy/AdvanceHE.

PUBLICATIONS

Book chapters

  • Czerniawski G., Thomason M.  2025. Researcher positionality, power and doctoral research.  In: Burnell I., and Roffey-Barentsen J. (EdS).  Completing your EdD - The essential Guide to the Doctor of Education (2nd Ed).   London: Emerald.
  • Czerniawski G., Guberman A., Oolbekkink-Marchand H., Assuncao Flores M., Bain Y. (2024). Research and practice in the professional development of School-based Teacher Educators (SBTEs): comparative insights from the International Forum for Teacher Educator Development (InFo-TED) 2021 SBTE survey. In: Symeonidis, V. (Ed.) (2024). Enhancing the value of teacher education research: Implications for policy and practice. The Netherlands: Brill.
  • MacPhail A., Seleznyov S., O’Donnell C and G. Czerniawski (2022). Supporting the continuum of teacher education through policy and practice: the inter-relationships between initial induction, and continuing professional development. In: Bourke T., Henderson D., Spooner-Lane R., and White S. (Eds). Reconstructing the work of teacher educators - finding spaces in policy through agent approaches. Singapore: Springer
  • 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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International peer-reviewed journals

  • Czerniawski G., Guberman A., MacPhail A., Vanassche E. 2023. Identifying school-based teacher educators' professional learning needs: an international survey. European Journal of Teacher Education (Ahead of print: https://doi.org/10.1080/02619768.2023.2251658)
  • Czerniawski, G. (2023). Power, positionality and practitioner research: Schoolteachers' experiences of professional doctorates in education. British Educational Research Journal, 00, 1–15.
  • 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., Pratt, N., & Vigurs, K. (2017). Professional Doctorates in Education: Exploring the tensions and opportunities for those in leadership. Management in Education, 31(4), 151–153
  • 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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Books

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  • Czerniawski G. and Jones S. (Eds) 2024. Curriculum in a Changing World: 50 think pieces in education, policy, practice, innovation and inclusion. London: BERA/Troubador
  • 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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Blog posts

Past 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)

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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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

TEACHING

Doctoral Students

Current Doctoral Students

  • Adeola Ayisat Adeoye: Towards the improvement of the inclusion of secondary school students with special educational needs/disabilities (SEN/D) in Nigeria: A case study of an inclusive public and private secondary school in Lagos State.
  • Olyemisi Afolabi: Montessori Primary Education: Voices and Visions of Montessori teachers
  • Ann Marie Allen: The Literacy worlds of Jamaican heritage children living in London: identity and educational development
  • Banjo Aromolaran: How does the experience of exclusion affect engagement, learning, achievement, and progression amongst learners who present with Social, Emotional and Mental Health (SEMH) needs in the UK? A London Study
  • Gloria Alozie Awosika: ‘Do You Really Want to Be a Social Worker’? ‘A phenomenological exploration of the experiences of dyslexic social work students on practice placements.
  • Alain Codrington: School exclusion in an Inner-London Local Authority: a case study exploring the attitudes and experiences of children, parents, and professionals impacted by exclusion.
  • Paula Daines: Rise of the Ghost Teachers: The experiences of career-changing female primary school teachers, in England, during their early careers.
  • Cordelia Dunkwu: The Perspective of Parents, Pupils, Teachers and Teaching Assistants on the Education of Autistic Pupils in Mainstream Secondary Schools and Special Units.
  • Fatuma Farah: Examining Perspectives on Female Genital Mutilation (FGM) among affected communities in the United Kingdom
  • Fehmida Iqbal: The Lost girls: The relative understatement of British South Asian Muslim females in an inner London primary school.
  • Charline Jackson-Wade: Research Title: “It’s those loud Black girls again” ‘A narrative enquiry into the positioning of Black Girls as both invisible and hypervisible in the secondary classroom in England.
  • David Mackrory: Developing Enterprise Skills in Students to support positive graduate outcomes: a case study of UEL's Mental Wealth initiative
  • Laura McBean: Navigating Whiteness: A Narrative Inquiry of Female Ethnic Minority Physical Education Teachers’ Experiences in England.
  • Marcia Ogunji: An exploration of factors which influence the professional identity and pedagogical practice of midwifery and nursing educators, with particular focus on how affective care (ie being caring) manifests in their teaching.
  • Maureen Okoye: Inclusion and Autism in primary education - An exploratory intervention on the Preparation of beginner teachers in England.
  • Corrina Richards: "When am I going to be found out?" An exploration of Imposter Phenomenon in Initial Teacher Educators: An Interpretative Phenomenological Analysis.
  • Jeanette Scull: Curriculum and Complexity - An exploration of Curriculum Personalisation and teachers perspectives on developing personalisation for Complex Learners
  • Athina Tempriou: What are Greek Cypriot primary and secondary state school teachers’ perceptions of barriers for inclusive education of autistic children?
  • Shaheda Begum: A narrative inquiry exploring the experiences of British Bangladeshi Muslim Women in Higher Education in England.

Past Doctoral Students’ successful completions

  • Dr Amina Abdat: Teachers’ Continuous Professional Development CPD in Algeria and England: A Comparative Study of MFL Teachers in Medea and London
  • Dr Kulvarn Atwal: Critical analysis of the impact of action research on teachers' professional development
  • Dr Anna Chapman: An investigation into the distribution of leadership in extended learning activities through the lens of cultural historical activity theory
  • Dr Timothy Cook: Voice, Power and Trust a Critical Exploration of the Factors Facilitating Student Voice within a Secure Training Centre
  • Dr Rebecca Crutchley: ‘Retrospective narratives of the brokering roles assumed by child migrants following resettlement.’
  • Dr Christopher Dalladay: The Biography of Music Teachers, their Understanding of Musicality and the Implications for Secondary Music Education
  • Dr Neil Herrington: The effect of megaevents on the educational environment perceptions of London 2012
  • Dr Dominik Jackson-Cole: Navigating Toward Success: Black and Minority Ethnic Students In Postgraduate Science, Technology, Engineering And Mathematics Courses In England
  • Dr Elicia Lewis: Pressure, threat and fear in the classroom: pupils’ and teachers’ perceptions of soft failure in an 11+ context
  • Professor Eva Lloyd: Equity and evidence in twenty-give years of early childhood policy research
  • Dr John Macklin: Turbulence dilemmas, and leadership: A case study of an English School after academisation
  • Dr David Morris: Giving Pupils Licence to Lead: Supporting Teachers’ Continuing Professional Development in the use of ICT
  • Dr Adejoke Ogunkoye: Early Childhood Education (ECE) in Nigeria: A system analysis of policy in national and local contexts.
  • Dr Tina Sode: An exploration of educational underachievement from the perspectives of teachers and white British working-class pupils in an urban Pupil Referral Unit.
  • Dr Sheeba Viswarajan: Does the new science GCSE curriculum improve the effectiveness of practical work in Key Stage 4 classes?

Initial Teacher Education

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EdD Professional Doctorate in Education

Gain the opportunity and the skills with this EdD 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