Search for courses or information

  • 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.