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 Institute of Education.   His PhD Thesis (Kings College London) focussed on comparative work with newly qualified teachers in Norway, Germany and England examining the formation of values and teacher identities. His current research interests include Teaching and Learning, Student Voice, the identities of teacher educators, Continuing Professional Development and the global dimension in schools.

Gerry has 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 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. In July 2012 Gerry was awarded a National Teaching Fellowship from the Higher Education Academy and has been elected to BERA council for a three-year term starting September 2013. 

As Senior Lecturer in Social Science Initial Teacher Education Gerry is involved in contributing to the development and teaching of courses related to these disciplines.  He teaches on Masters and Doctoral programmes and is the Cass School of Education and Communities’ Research Degrees Leader.  In addition to his role as a researcher, author and teacher educator his work involves liaising with our partnership schools and colleges and observing our student teachers within these institutions.

• Research Mentor
• Teacher Education Research Group Leader
• Research Degrees Leader

Teaching and Learning; Student Voice; teacher identities; the identities of teacher educators; Continuing Professional Development; the role of homework in educational achievement; and the global dimension in schools.

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

Along with my co-author Kidd, Warren , I have been commissioned by the Open University Press to write a book for teachers about Homework and its effects on educational achievement (due for publication September 2013). Our second book for Sage on motivating teenage learners (click here for details)  was published in September 2011 and titled:

• 'Teaching Teenagers: A Toolbox for engaging and motivating learners'

 We have also written and edited a book for Emerald on Learner Voice (click here for details) published in August 2011 and titled:

• The Student Voice Handbook - Bridging the Academic/Practitioner Divide

 Two books were published in 2010:

• ‘Successful Teaching 14 – 19: Theory, Practice and Reflection’ for Sage with Kidd, Warren , a colleague from the PCET team at the Cass School of Education and Communities published March 2010 (click here for details).

• 'Emerging Teachers and Globalisation' (click here for details) published with Routledge in July 2010.

BOOKS: 

Czerniawski G. & W. Kidd. 2013. Homework for Learning: 300 Strategies for learning. London: Open University Press/McGraw-Hill

Czerniawski G & Kidd W [eds] (2011) The Student Voice Handbook – Bridging the Academic/Practitioner Divide, London: Emerald. 

Kidd W & Czerniawski G (2011) 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 and Abbot D (2005) Heinemann Sociology for AQA A2 Oxford: Heinemann

Kidd W, Abbot D and Czerniawski G (2004) Heinemann Sociology for OCR A2 Oxford: Heinemann

Kidd W, Czerniawski G and Abbot D (2004) Heinemann Sociology for AQA AS Oxford: Heinemann

Czerniawski G, Kidd W and Abbot D (2003) Heinemann Sociology for OCR AS Oxford: Heinemann

BOOK CHAPTERS: 

Czerniawski G. 2014. A longitudinal study of the professional development of teachers – the challenges of comparison. In: Fritzsche, Bettina; Huf, Christina (Hrsg.) (2014): Comparative Perspectives in Educational Ethnography. London: Tufnell Press.

Kidd W. & G. Czerniawski. 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.

J. Murray., G. Czerniawski and Patti Barber. 2013. Teacher educators’ identities 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 & S. Garlick (2011) Trust, Contextual Sensitivity and Student Voice. In: Czerniawski G & Kidd W [eds] (2011) 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 a Metropolis, (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 vol 6 (Bureau for Education Services).

INTERNATIONAL PEER REVIEWED JOURNALS:

Czerniawski G (2013) Professional development for professional learners: teachers’ experiences in Norway, Germany and England. Journal of Education for Teaching 39:4.

Along with my colleague Warren Kidd, I was the Guest Editor of The Space Between – Positioning Student Voice at the heart of Leadership in Education, a Special Edition of Management in Education (MiE) a Sage journal of BELMAS.

Czerniawski G (2012) Repositioning trust: a challenge to inauthentic neoliberal uses of pupil voice, in: Management in Education, (26) No. 3. pp 130-139.

Czerniawski G (2011) Emerging Teachers - Emerging identities: Trust and Accountability in the construction of newly qualified teachers in Norway, Germany and England – European Journal of Teacher Education. 34 (4) pp 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, Journal of Education for Teaching, 37 (3) pp. 261.277.

Czerniawski G (2009) Positioning the values of early career teachers in Norway, Germany and England, European Journal of Education, Vol 44 No 3 September 2009

ON-LINE CONFERENCE PAPERS:

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. see here for a copy

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 see here for a copy

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) see here for a copy

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) see here for a copy

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) see here for a copy.

RECENT (SELECTED) CONFERENCE PAPERS:

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, 28th – 30th 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)

REPORTS:

Czerniawski G, Garlick S., Hudson T., Peters P. (2010) Listening to Learners, Report for the Higher Education Acadamy/Escalate

PUBLISHED BOOK REVIEWS SINCE 2008:

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

Czerniawski G (2009) Watch this space! A report on the 14-19 Agenda (East London Partnership) PCET e-zine, no 1.

Czerniawski G (2008) Schooling and Democracy in: Sociology Review vol 18 no 2 (Philip Allan)

Czerniawski G (2007) Understanding Migration in: Sociology Review vol 16 no 3 (Philip Allan)

Czerniawski G (2007) Context, Setting and Teacher Identities: A comparative study of the values of newly qualified teachers in Norway, Germany and England (Kings College London) PhD Thesis

Czerniawski G (2005) Pressure Groups in: Sociology Review vol 14 no 4 (Philip Allan)

Czerniawski G (2004) What is the role of education? in: Sociology Review vol 14 no 2 (Philip Allan)

Kidd W and Czerniawski G (2004) Research and Value Freedomin Sociology Review vol 14 no 2 (Philip Allan)

Czerniawski G (2003) Religion and Gender in: Sociology Review vol 12 no 2 (Philip Allan)

Czerniawski G (2002) Ideas to Activate Learning London: ATSS

Czerniawski G (2002) Structuring lessons: A literature review London ATSS

• Fellow of the Higher Education Academy
• Higher Education Academy National Teaching Fellow
• Member of the Board of Examiners for MA, PG Diploma and PG Certificate in Applied Education Leadership and Management for External Students - Institute of Education University of London
• Member of the Editorial Advisory Board of The Journal for Critical Education Policy Studies
• Reviewer for the European Journal of Teacher Education
• External Examiner for King's College London
• Book reviews editor for the journal 'Management in Education'
• Editor of Research in Teacher Education
• Member of the College of Reviewers for the Journal of Educational Policy (JEP).
• Ambassador for the Child Exploitation and Online Protection (CEOP) Centre
• Visiting tutor on the MA in Applied Educational Leadership and Management - Institute of Education University of London
• Examiner for AQA Sociology
• Member of the Association of Teachers of Social Sciences (ATSS)