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Professor Gerry Czerniawski

Professor of Education and Research Degrees Leader

Practitioner Research Group, Cass School of Education and Communities

Gerry runs the doctoral programmes (PhD and Professional Doctorate in Education) at Cass 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). 

  • ED 3.03, Stratford Campus
    Cass School of Education and Communities
    Stratford Campus
    Water Lane
    London
    E15 4LZ
  • g.czerniawski@uel.ac.uk
    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 research interests include teaching and learning, student voice, teacher and teacher educator identity, CPD 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 London University's Institute of Education).

    Gerry runs the doctoral programmes (PhD and Professional Doctorate in Education) at Cass. He 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.  Gerry holds a National Teaching Fellowship from the Higher Education Academy and is a trustee and council member of the British Educational Research Association (BERA).  Gerry is the Lead Editor of The BERA Blog, Chair of the British Curriculum Forum and a Principal Fellow of the Higher Education Academy. 


    Gerry Czerniawski is the editor of the bi-annual periodical, Research in Teacher Education, from the Cass School of Education and Communities. This publication offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases articles and book reviews from members of staff and the wider teacher education community within and beyond the UK. While nurturing and publicising the creative talent within teacher educators the periodical seeks to stimulate, provoke and extend discussion and debate with all other professionals involved in the professional development of teachers. ‌

    Gerry teaches on Initial Teacher Education (ITE) courses and runs the Doctoral programmes (PhD and Professional Doctorate in Education) at Cass. In addition to his role as a researcher, author and teacher educator he is:

    • Research Mentor
    • Athena Swan Mentor
    • Practioner Research Group Leader
    • Research Degrees Leader
    • Programme Leader for the Professional Doctorate in Education
    • Postgraduate Research Lead
    • Chair of the School's Research Degrees Subcommittee
    • Editor of Research in Teacher Education

    School Insight

    Overview

    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 Freedom in 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


    Research Archive

    INTERNATIONAL PEER REVIEWED JOURNALS
    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

    BOOK CHAPTERS

    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. Briston: 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.

    BOOKS
    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.

    RECENT CONFERENCE PAPERS
    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, 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; 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 Acadamy/Escalate


    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.


    PUBLISHED BOOK REVIEWS SINCE 2008:

    Stephens P. (2013). Social Pedagogy - Heart and Head. Bremen: EHV.

    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

    School Insight

    Publications



    • 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.
    • Prison Education

    School Insight

    Interests

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

    School Insight

    Teaching