Gerry Czerniawski

Gerry Czerniawski

Senior Lecturer

Professor

Professor of Education

Department of Education , School of Childhood and Social Care

Gerry is course leader for the Professional Doctorate in Education (EdD) at the School of Childhood and Social Care and supervises doctoral students.  In addition to his role as a researcher, author and teacher educator, he is Vice President of the British Educational Research Association (BERA), Lead Editor of the BERA Blog and Research in Teacher Education, and Chair of BERA's Membership Committee.

Qualifications

  • PGCE, Masters, PhD
  • National Teaching Fellowship from the Higher Education Academy
  • Trustee and council member of the British Educational Research Association (BERA)
  • Lead Editor of The BERA Blog
  • Chair of the British Curriculum Forum
  • Principal Fellow of the Higher Education Academy

Areas Of Interest

  •  
  • 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
  • Doctoral pedagogy and assessment
  •  
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 holds a National Teaching Fellowship (NTF) and Principal Fellowship (PFHEA) from the Higher Education Academy and is Vice President (President Elect) 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, and former Chair of the British Curriculum Forum. 

RECENT 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. 

International peer-reviewed journals

  • (2024). Czerniawski, G., Guberman, A., MacPhail, A., & Vanassche, E. Identifying school-based teacher educators’ professional learning needs: an international survey. European Journal of Teacher Education, 47(5), 1005-1020.
  • Pountney R., Baumfield V., Czerniawski G., and Seleznyov S. (2024).  Editorial: New perspectives on curriculum: rethinking collaborative enquiry and teachers’ professional learning.  Special Issue: New perspectives on curriculum: rethinking collaborative enquiry and teachers’ professional learning.  The Curriculum Journal. 35 (4): i-iv, 535-735.
  • 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., 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

Books

  • 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.

RESEARCH IN TEACHER EDUCATION

Gerry Czerniawski is the founding and Lead Editor of Research in Teacher Education. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education team at the School of Childhood and Social Care and the wider teacher education community within and beyond the UK.

SUPERVISION

Doctoral Students

Current Doctoral Students

  • Olyemisi Afolabi: Montessori Primary Education: Voices and Visions of Montessori teachers
  • 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
  • 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.
  • 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.
  • 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 to 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 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.
  • Dr 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.
  • Dr Marcia Ogungi: 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.
  • Dr Ann Marie Allen: The Literacy worlds of Jamaican heritage children living in London: identity and educational development
  • Dr Maureen Okoye: Inclusion and Autism in primary education - An exploratory intervention on the Preparation of beginner teachers in England
  • 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 Paula Daines: Rise of the Ghost Teachers: The experiences of career-changing female primary school teachers, in England, during their early careers.
  • 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-five 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?

MODULES

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

PUBLICATIONS

Visit the UEL research repository to view a full list of publications.

Publications

Browse past publications by year.

Full publications list

Visit the research repository to view a full list of publications

Research repository

  • Burnell Reilly, I. and Czerniawski, G. (2025)

    Getting Over the Finishing Line in: Roffey-Barentsen, J. and Burnell Reilly, I. (ed.) Completing Your EdD: The Essential Guide to the Doctor of Education. Emerald Publishing Limited, pp.Chapter 10

    Book chapter

  • Czerniawski, G. and Thomason, M. (2025)

    Researcher positionality, power and doctoral research in: Roffey-Barentsen, J. and Burnell Reilly, I. (ed.) Completing Your EdD: The Essential Guide to the Doctor of Education. London: Emerald Publishing Limited, pp.145-172

    Book chapter

  • Czerniawski, G. (2022)

    Editorial Research in Teacher Education. 12 (1), p. 5. https://doi.org/10.15123/uel.8xvyq

    Article

Teaching