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The Teacher Education Research Group (TERG)

Earlham Primary School

Welcome to The Teacher Education Research Group

The Teacher Education Research Group (TERG) offers a forum for informed debate and discussion on all aspects of teacher education promoting the work of this dynamic group of teacher educators and researchers.  The group aims to produce excellent and high quality research with national and international significance for the development of learning and teaching in teacher education, both pre- and in-service.

The group’s meetings and development sessions throughout the year focus around four strands: guest seminars by national and international researchers on teacher education; drop-in support and advice sessions; research sandpits, focused on developing publications and research bids; and a series of short introductory lectures on educational/social theory.   With a view to developing a sustainable and inclusive research culture and to ensure the sustainability of staff development all TERG events are open to staff, students and other interested members of the UEL Initial Teacher Education Partnership from local schools, colleges and professional organisations. 

Through its bi-annual periodical Research in Teacher Education (RiTE), TERG seeks to stimulate, provoke and extend discussion and debate with other professionals and students associated with this field. This publication is disseminated across Education researchers at UEL and our 500+ partnership schools. There is support for first time and early career researchers as well as opportunities for networking. For example, TERG’s ‘buddy’ scheme teams up more experienced researchers with those new to the world of academic writing and contributes to the group’s successful output of journal articles, chapters in books, books and conference paper presentations.


Dr Neil Herrington

Dr ML White
Following a career in secondary education, ML has taught in higher education since 2002 and is an experienced teacher educator committed to the promotion of social justice agendas. Currently she is working with colleagues from a number of UK universities on research exploring issues of poverty and disadvantage. She has experience of collaborative research practices and has published in the areas of visual research methods and multimodal perspectives on urban schooling. She is involved in an international research project exploring the use of technologies for learning and teaching and the exploration of informal education contexts. ML is the Network 10 (Teacher Education) convenor for the European Education Research Association (EERA), an external examiner for a School Direct programme, a board member of the Parallel Learning Trust (MAT) and a Senior Fellow of the HEA. 


The research interests of the group are many and varied. The common denominator which unites the group is an interest in and professional commitment to teacher education which adopts national and international perspectives. Through this commitment, individual members of TERG develop research interests include:

  • E-learning, ICT and the use of emergent technologies in teacher education
  • Student and pupil voice;
  • Comparative teacher education;
  • Research capacity building in teacher education;
  • Digital ethnographies in teacher education research;
  • New teacher identities and workplace socialisation;
  • Teacher educator pedagogy;
  • Teacher educator identities;
  • Continuing Professional Development (CPD);
  • Teachers’ professional learning across all phases and sectors;
  • Participatory action research for developing teacher professionalism and practice
Crossing Boundaries – A Comparative Study of the Identities and Knowledge Base of Teacher Educators

This strand of research develops three inter-related parts of an existing interpretive study carried out in England (Murray, Czerniawski & Barber, 2012). The initial research explored how the knowledge bases and identities of teacher educators were perceived by three key groups - student teachers, HE-based educators and school-based teacher educators, known as ‘mentors’ in the English system. We are now extending the existing work carried out so far into a study looking at school-based and university-based teacher educators in both Norway and Germany. In so doing the proposed research:
  • seeks to explore the multiple perspectives on the knowledge bases of teacher educators across three northern European national education systems.
  • contributes to the improved understanding of teacher educators’ knowledge and identities and to the growing international literature on this divergent and diverging occupational group.
  • seeks further to understand the similarities and differences between school-based educators and their counter-parts working within the academy within a changing European context. 

This study is framed within a sociological concern with the (re)production of social practices in education and draws on qualitative research methods for multi-case embedded studies.

Articles Published by TERG in its Periodical - Research in Teacher Education

Research in Teacher Education (RiTE) publishes articles, book reviews and opinions pieces from the TERG group at Cass. In addition, each edition publishes articles from a guest writer associated with the Cass School of Education and Communities and the periodical's International Advisory Board. The publication showcases work from the teacher education teams at the Cass School of Education and Communities and the wider teacher education community in the UK and beyond. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicizing the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field, including the many teachers, mentors and school-based teacher educators in our partnership schools.

Research in Teacher Education (RiTE) is supported by the establishment in 2013 of an international advisory body.
  • Stephen Ball, London University’s Institute of Education, England
  • John Loughran, Monash University, Australia
  • Kari Smith, University of Bergen, Norway
  • Clare Kosnik, University of Toronto, Canada
  • Ian Menter, University of Oxford, England
  • Paul Stephens, University of Stavanger, Norway
  • Gill Crozier, University of Roehampton, England
  • Meg Maguire, King’s College London, England
  • Linda Hammersley-Fletcher, Manchester Metropolitan University, England
  • Dan Gibton, Tel-Aviv University, Israel
  • Hans-Georg Kotthof, University of Freiburg, Germany

The following articles have appeared in RiTE since its inception in 2011:
(Cass authors are noted in bold)

  • Ameen. R. & Hassan. N. 2013. Are faith schools educationally defensible? Research in Teacher Education. 3 (1) 11-17.
  • Ayres. D., Tyrrell. C. & Poon, K. 2013. Mobile technology: a study on the impact on the role of Initial Teacher Training (ITT) tutor. Research in Teacher Education. 3 (1) 27-32.
  • Ball. S. J. 2012. The making of a neoliberal academic. Research in Teacher Education (2). No. 1. 29-31.
  • Brennan. C. 2011. You got pwned 1! The behaviour of young people online and the issues raised for teachers. Research in Teacher Education. 1 (1) 16-20.
  • Clarke. J. & Pye. T. 2013. A wrong turn for Initial Teacher Education? Research in Teacher Education. 3 (1) 27-32.
  • Clarke. J. Changes in the ‘beliefs’ of pre-ITE math’s students on a 24-week Subject Knowledge Enhancement Course. Research in Teacher Education..1 (1) 3-8.
  • Coogan. J. & Herrington. N. 2011. Q methodology: an overview. Research in Teacher Education 1 (2) 24-28.
  • Czerniawski G. 2012. Student Voice-by-numbers. Research in Teacher Education 2 (1) 14-18.
  • Czerniawski. G., Wright K., Herrington N. 2011. Embedding the Global Dimension into Secondary Initial Teacher Training through the use of virtual schools. Research in Teacher Education. 1 (1) 21-26.
  • Dalladay. C. 2011. The biography of music teachers and their understanding of musicality. Research in Teacher Education 1 (1) 9-15.
  • Dalladay. C. 2012. Musicianship in education: ideology and practice. Research in Teacher Education. 2 (2) 9-18.
  • Edmonds. C. 2013. Why teachers need to hear the voices and experiences of the child with Dyspraxia. Research in Teacher Education. 3 (1) 5-10.
  • Golabek. C. & Amrane-Cooper L. 2011. Trainee teachers' perception of the Nature of Science and implications for pre-service teacher training in England. Research in Teacher Education. 1 (2) 9-13.
  • Herrington. N. 2013. Building communities for the future. Research in Teacher Education. 3 (1) 18-21.
  • Jones. K. 2012. Global Dimensions in Design and Technology – ‘Just another thing to think about’? Research in Teacher Education. 2 (1) 19-23.
  • Kidd. W. 2012. Place, (cyber) space and being: the role of student voice in informing the un-situated learning of trainee teachers. Research in Teacher Education. 2 (1) 3-7.
  • Lewis. E. 2011. When Gove became bigger than God: using social bookmarking to track subject knowledge development and student priorities in Initial Teacher Training. Research in Teacher Education. 1 (2) 3-8.
  • Lewis. E. 2012. Locating the third space in Initial Teacher Training. Research in Teacher Education. 2 (2) 31-36.
  • Macklin. J. 2013. School leaders communicating in complex organisations. Research in Teacher Education. 3 (1) 22-26.
  • Maguire. M. 2011. Where next for English teacher education? Research in Teacher Education. 1. (1) 30-34.
  • Menter. I. 2013. From interesting times to critical times? – teacher education and educational research in England. Research in Teacher Education. 3 (1) 38-40.
  • Meredith. S. 2011. Supporting physical education trainee teachers in their use of information communication technology while on school-based experiences. Research in Teacher Education. 1 (2) 14-19.
  • Morris. D. 2012. ICT and educational policy in the UK: are we on the way towards e-maturity or on the road to digital disaster? Research in Teacher Education. 2 (2) 3-8.
  • Murray. J. 2012. Performativity cultures and their effects on teacher educators’ work. Research in Teacher Education. 2 (2) 9-23.
  • O’Brien. J. 2012. Teacher education in Scotland: the Donaldson Review and the early phases of teacher learning. Research in Teacher Education. 2 (2) 42-47.
  • Pye. T. 2012. Talking about Maths. Research in Teacher Education. 2 (1) 24-28.
  • Quarshie. R. 2011. OurSpace: exploring our cultures. Research in Teacher Education 1 (1) 27-29.
  • Reid. A. 2012. Good practice’ for pupils with English as an additional language: patterns in student teachers’ thinking. Research in Teacher Education. 2 (2) 24-30.
  • Rubiano. C. 2012. The case study paradox: a way to engage Colombian teacher educators in exploring the utopia of social justice. Research in Teacher Education. 2 (2) 37-41.
  • Welch. G.F. 2011. The arts and humanities and the 'English Baccalaureate': STEAM not STEM. Research in Teacher Education. 1 (2) 29-31.
  • Wells. D. 2012. Computing in Schools: Time to move beyond ICT? Research in Teacher Education. 2 (1) 8-13.
  • Woodage. S., 2011. Is the Handling Data Cycle about to do a runner? Research in Teacher Education. 1 (2) 20-23.


  • Czerniawski, G. (2009) Positioning the values of early career teachers in Norway, Germany and England, European Journal of Education, 44 (3) September 2009 pp 421-440.
  • 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.
  • Czerniawski, G. (2012) Repositioning trust: a challenge to inauthentic neoliberal uses of pupil voice, in Management in Education, 26 (3) pp 130-139.
  • Czerniawski, G. (2013) Professional development for professional learners: teachers’ experiences in Norway, Germany and England. Journal of Education for Teaching, 39 (4) pp 1-18.
  • Kidd, W. (2012) ‘Utilising podcasts for learning and teaching: a review and ways forward for e-Learning cultures’, Management in Education, 26 (2) pp 52-57.
  • Kidd, W. (2012) Relational agency and pre-service trainee teachers: Using student voice to frame teacher education pedagogy. Management in Education, 26 (3) pp 120-129.
  • Kidd, W. (2013) Framing pre-service teachers’ professional learning using Web2.0 tools: positioning pre-service teachers as agents of cultural and technological change. Professional Development in Education, 39 (2), pp 260-272.
  • Kidd, W. (2013) ‘Investigating the lives of new teachers through ethnographic blogs’, Ethnography and Education, 8 (2), pp 210-223.
  • Murray, J. (2012) Changing Places, Changing Spaces: Towards understanding teacher education’s location through space-time. Journal of Education for Teaching. 38 (5) pp 245-267.
  • Fowler, Z., Stanley, G., Murray, J., Jones, M. & McNamara, O. (2012) Research capacity building with new technologies within new communities of practice: reflections on the first year of the Teacher Education Research Network. International Journal of Professional Development 32 (2)  pp182-203.
  • Murray, J.,Czerniawski, G. & Barber, P. (2011) Faculty Identities, Academic Communities and Knowledge Terrains in Teacher Education. Journal of Education for Teaching, 37 (3) pp 105 – 125.
  • Jones, M., McNamara, O., Murray, J. & Stanley, G. (2011) Facilitating teacher educators’ professional learning through a regional research capacity-building network. Asia Pacific Journal of Teacher Education 39 (3) August 2011, pp 263-275.
  • Murray, J. (2011) Towards a New Language of Scholarship in Teacher Educators’ Professional Learning? Professional Development in Education 36 (1)  pp197 – 205.
  • Menter, I., Hulme, M. & Murray, J. (2010) Teacher Education Research in the UK: the state of the art. Swiss Revue of Education (Schweizerische Zeitschrift fur Bildungswissenscaften) 2010. 1 pp 34-48.
  • Murray, J., Jones, M., McNamara, O., & Stanley, G. (2009) Capacity = Expertise x Motivation x Opportunities: factors in capacity building in teacher education. Journal of Education for Teaching 35 (4) pp 391 – 409.
  • Murray, J., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P., Menter, I., Procter, R. & Wall, K. (2008) Mapping the Field of Teacher Education. Research: methodology and issues in a research-capacity building initiative in teacher education in the UK. European Educational Research Journal 7 (4)  pp 459 - 474.
  • Murray, J. (2008) Teacher educators’ induction into Higher Education: work-based learning in the micro communities of teacher education. European Journal of Teacher Education 31 (2) pp 117 – 133.
  • Murray, J. (2008) Towards the re-articulation of the work of teacher educators in Higher Education Institutions in England. European Journal of Teacher Education. 31 (1) pp 17-34.
  • Murray, J. & Aymer, C. (2008) The Apparent Conflict between Commitment to the Development of the Profession and the Imperatives of the Academy. Journal of Social Work Education
  • Read, A. & Hurford, D. (2011) “Do Podcasts and Screencasts enable or hinder independent learning?” Practitioner Research in Higher Education, 5 (1) pp 30-38.
  • Read, A. & Hurford, D. (2008) Opportunities for personalised learning: enabling or overwhelming? Practitioner Research in Higher Education.
  • Read, A. & Hurford, D. (2010) “I know how to read longer novels” – Developing pupils’ success criteria in the classroom.  Education 3 (13).
  • Read, A. & Hurford, D. (2011) “Working collaboratively: reflecting on unexpected outcomes”.  Brookes e-journal of Learning and Teaching, 3 (2).

  • Czerniawski, G. & Kidd, W. (eds). (2011) The Student Voice Handbook – Bridging the Academic/Practitioner Divide, London: Emerald
  • Czerniawski, G. &  Kidd, W. (2013) Homework for Learning: 300 Strategies for learning. London: Open University Press/McGraw-Hill. Forthcoming
  • Czerniawski, G. (2010) Emerging Teachers and Globalisation, New York, Routledge/Taylor Frances
  • Kidd, W. & Czerniawski, G. (2011) Engaging and motivating teenage learners: A toolbox for teachers, London: Sage
  • Kidd, W. & Czerniawski, G. (2010) Successful Teaching 14-19: Theory, Practice and Reflection. London: Sage
  • McNamara, O., Murray, J. & Jones, M. (2013) International perspectives on policy and practice in teacher workplace learning (in press for Springer)
  • Murray, J. & Kosnik, C. (eds) (2013) Academic Lives and Identities in Teacher Education. London : Routledge
  • Murray, J. & Wishart, J. (eds) (2011) Teacher Education in Transition: the changing landscape across the UK. The Higher Education Academy / ESCalate.
  • Boyd, P., Harris, K. & Murray, J. (2011) Becoming a Teacher Educator (2nd edition). The Higher Education Academy / ESCalate. 
  • Menter, I. & Murray, J. (eds) (2010) Developing Research in Teacher Education. Routledge.
  • 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).
  • 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. & Garlick, S. (2011) Trust, Contextual Sensitivity and Student Voice. in: G. Czerniawski.  & W. Kidd,  [eds] (2011) The Student Voice Handbook – Bridging the Academic/Practitioner Divide, London: Emerald.
  • 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. &  Czerniawski, G. (2013) Valuing Student Voice in Practice-based Education in  J. Higgs, J. Baldry-Currens,  G. Jensen.  W. Letts, D. Sheehan, [eds]. Realising Exemplary Practice-based education. Sydney: Sense Publishers.
  • Kidd, W. (2011) ‘uSpeak, iPod, iTrain: Adopting Emergent Technologies to Inform Trainee Teachers of Young Learners’ Views of Teaching and Learning’ in G. Czerniawski & W. Kidd (eds) (2011) The Student Voice Handbook: Bridging the Academic/Practitioner Divide. London: Emerald.
  • Kidd, W. (2012) Using online communities, wikis and blogs to capture the "boundary crossing" of novice teachers: An action research enquiry on the margins of digital ethnography in S.M. da Silva &  P. Landri,  (Eds), Rethinking Educational Ethnography: Researching Online Communities and Interactions, CIIE – Centro de Investigação e Intervenção Educativas of the Universidade do Porto.
  • Morris, D. & Burns, M. (2013) Teaching and Learning with ICT: Overcoming the Challenges of Being a 21st Century Teacher in M. Leask & N. Pachler, [Eds.] Learning to Teach ICT in the Secondary School. [3rd edn.] Abingdon: Routledge.
  • Morris, D. & Trushell, J. (2009) To Have and Have Not: Implications for Teacher-trainees on First School Placements in a Diverse Range of ICT Resource Settings, in  L. Ang, J. Trushell & P. Walker,  (eds.)  Learning and Teaching in a Metropolis: Interdisciplinary Tales Form an Olympic City. Amsterdam/New York : Rodopi.
  • Morris, D., Uppal, G. & Ayres, D. (2014) Creativity:  Learning and Teaching with ICT in English and Mathematics in M. Leask, K. Burden & S. Younie,  [Eds.] Learning to Teach using ICT in the Primary School. [2nd edn.] Abingdon: Routledge.
  • Murray, J. (2013) Analysing the fallout in teacher education: government intervention, academic drift and the higher education marketplace in M. Evans,  (ed) Teacher Education and Pedagogy. Cambridge: CUP. pp 1-23.
  • Murray. J., Czerniawski, G. & Barber, P. (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.
  • Murray, J., Jones, M., McNamara, O., & Stanley, G. (2011) Institutional re-orientation attempts and their effects on academics in teacher education: a case study from England in R. Adamson, J. Nixon & F. Su (eds) The Reorientation of Higher Education: compliance and defiance. London: Springer pp 65-92.
  • Murray, J. (2009) Academic induction for new teacher educators: forging authentic research identities through practitioner inquiry in A. Campbell & S.Groundwater-Smith (eds) Connecting Professional Inquiry and Learning in Higher Education.  London: Routledge.
  • Murray, J., Swennen, A. & Shagrir, L. (2008). Perspectives on Teacher Educators and their Identities. Research-based chapter in Becoming a Teacher Educator. pp 24-45 London : Routledge Falmer.
  • Read, A. (2011) Reflective Practice in H. Cooper (ed) Professional Studies in Primary Education. London : Sage.
Other research outputs of note

Alongside books, book chapters and peer reviewed journal articles, the research group seeks to support staff, students and early career researchers to develop research interests and publications in professional journals and with national and local bodies. TERG has a commitment to supporting a diversity of research as part of its inclusive approach to research and research cultures as well as recognising the need to engage with national and international professional bodies. These research outputs also include opportunities for TERG members to guest edit journals of national and international significance. Such research output includes:

Books, Book Chapters and Special Issues:

  • Ayres, D (ed.). 2012. The Primary PGCE Professional Studies Reader. London: Sage
  • Czerniawski, G and Kidd, W. (eds.). 2012 The Space Between - Positioning Student Voice at the heart of Leadership in Education (Special Edition). Management in Education, Sage. 26 (3)
  • Hughes, J and Kidd, W (eds) (2011) Working with Diverse Groups of Learners in the Digital Age, ESCalate
  • Kidd W (2009) ‘Peer Coaching and Mentoring to Improve Teaching and Learning’ in practical research for education, number 42. PRE
  • Morris, D. (2010) Are Teachers Technophobes? Investigating professional competency in the use of ICT to support teaching and learning, in Procedia - Social and Behavioral Sciences. Innovation and Creativity in Education. 2 (2). pp. 4010-4015.
  • Morris, D. (2010) E-confidence or incompetence: Are teachers ready to teach in the 21st century? World Journal on Educational Technology. 2 (2). pp. 142 – 145.
  • Murray, J and Kidd, W. (eds.) 2013. Using Emerging Technologies to Develop Professional Learning (Special Edition) Professional Development in Education, 39(2).
  • Koshy, V. & Murray, J. (editors) (2010) Unlocking Primary Mathematics. Routledge.

Official Reports

  • McNamara, O., Murray, J., and Jones, M. (2012) Evaluation of the Workplace Learning in Teacher Education Seminar Series 2010 -21011. ESRC Project Report.
  • McNamara, O., Murray, J., Boyd, P., Kassim, S. and Jones, M. (2011) Report for the University Council for the Education of Teachers (UCET) on the Evaluation of the Effectiveness of the Self-Evaluation Document in Initial Teacher Training. London: UCET.
  • Murray, J. and Mahony, P. (2011) On Learning from the Research Successful: Report on the Higher Education Academy Grant number 546/7. ESCalate: Bristol
  • Murray, J. Boyd, P. and Harris, K. Report on the Induction into Teacher Education Project Years 1& 2. Higher Education Academy Grant number 348/ 1- 2. ESCalate: Bristol
  • Murray, J., Jones, M., McNamara, O. and Stanley, G. (2009) Evaluation of the Teacher Education Research Network (TERN) 2008-09. ESRC Project Report.

Grants and funding

Grants and Scholarships Awarded 2008 Onwards

  • ESCalate / HEA, 2009 -2010. Academic Induction, conducted with Dr Pete Boyd, University of Cumbria (£15K) (joint PI)
  • ESCalate / HEA, 2009 -2010. On Learning from the Research Successful, (PI) with Professor Pat Mahony, University of Roehampton (£13.25K)
  • ESCalate / HEA,2010 -2011 Academic Induction (PI) with University of Cumbria and Worcester (£15K)
  • ESCalate funded workshop to deliver: Hughes, J and Kidd, W (eds) (2011) Working with Diverse Groups of Learners in the Digital Age, ESCalate
  • ESRC Research Capacity-Building: The Teacher Education Research Network’ (£111K) (PI) 2008 – 2009, with Universities of Manchester and Liverpool John Moores
  • ESRC Seminar series, 2010-2011. Workplace Learning in Teacher Education. The Teacher Education Research Network group with PI Olwen McNamara, Manchester (£17K).
  • LONCETT funding 2008-2009 of 5K for action research project 'Who will mentor the mentors? E-mentoring support to build capacity and achieve sustainability.’ (Kidd and Belgrove)
  • Major Award from the Society of Educational Studies for research project ‘ The Academic Tribe of Teacher Educators, with the Institute of Education and the University of Plymouth (project funding of £30K) (PI) 2008 - 2010
  • TDA grant of £5K to fund knowledge-exchange workshops for computer science capacity building for pre-service teachers and partnership school colleagues (Wells, 2011)
  • Teacher Education Group 2006 – 2010. Generating Research Resources for Teacher Education (total funding £24.5K, TLRP, ESCalate, BERA, UCET) (CI)
  • UEL funded Learning Enhancement Opportunity (LEO) grant for ‘Utilizing audio tools and podcasts in assessment and feedback for learning: Sharing a dialogue across schools on learning and assessment using emergent technologies.’ (Kidd, Bryne, Weiss and Price, 2010-11) 3K
  • UEL funded Learning Enhancement Opportunity (LEO) grant to investigate changing beliefs of pre-service mathematics trainee teachers (Clarke, 2009-10) £5K

Since 2008 four members of the Research Group (John Clarke, Warren Kidd, Jean Murray and Gerry Czerniawski) have successfully been awarded a UEL Teaching Fellowship for learning and teaching research within Initial Teacher Education (UEL Teaching Fellowships - CELT) with funding per person of £5K each. In addition, two members of the Research Group (Jean Murray and Gerry Czerniawski) are National Teaching Fellows (NTF) of the Higher Education Academy (HEA) in receipt of £10K each to support pedagogic and research activity in ITE at Cass.