Gerry Czerniawski
Biographic Data
| ID | 5240504 |
|---|---|
| NAME | Gerry Czerniawski |
| GIVEN NAMES | Gerry |
| FAMILY NAME | Czerniawski |
| SIGNATURE | CZERNIAWSKI G |
| AFFILIATIONS | University of East London |
| ORCID | 0000-0003-3463-5648 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Making individual teacher educator professional agency visible
This paper explores teacher educators’ professional agency through a qualitative analysis of career stories of 44 Teacher Educators in five European countries (England, Ireland, the Netherlands, Portugal and Scotland). The career stories were collected and analysed as part of the first phase of the Teacher Educator Living Library (TELL) project. Through collaborative interpretive analysis, we identify how professional agency can manifest itself i…
The Professional Learning Needs and Priorities of School‐Based Teacher Educators in England, Israel and Romania
This article addresses a significant gap in the research on the professional development of school‐based teacher educators (SBTEs), including the support they receive during their careers. Drawing on data from a larger international study conducted by the International Forum for Teacher Educator Development (InFo‐TED), encompassing 1680 SBTEs across multiple countries, this article focuses in detail on data from England, Israel and Romania, highl…
School-based teacher educators’ professional identity and professional needs
Identifying school-based teacher educators’ professional learning needs
Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) cond…
Power, positionality and practitioner research
The growth, internationally, in professional doctorates over the last 25 years has been well documented, as are the forms, fields and disciplines that such doctorates embrace. Yet relatively little is known about the professional tensions teachers encounter, in relation to their positionality, when carrying out doctoral research in the schools where they work. This paper draws attention, not only to the contribution the Professional Doctorate in …
The professional development of higher education-based teacher educators
Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn what skills and knowledge teacher educators need and how they acquire such skills and knowledge throug…
Youth Identities, education and employment – exploring post-16 and post-18 opportunities, access and policy
"Youth Identities, education and employment – exploring post-16 and post-18 opportunities, access and policy." British Journal of Educational Studies, 67(1), pp. 131–132
The professional developmental needs of higher education-based teacher educators
A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher…
A race to the bottom – prison education and the English and Welsh policy context
This article examines prison education in England and Wales arguing that a disjuncture exists between the policy rhetoric of entitlement to education in prison at the European level and the playing out of that entitlement in English and Welsh prisons. Caught between conflicting discourses around a need to combat recidivism and a need for incarceration, prison education in England exists within a policy context informed, in part, by an internation…
Secondary education and the raising of the school-leaving age – coming of age
The rhetorical froth and bubble over when children should leave school is well documented (e.g. Finn 1987; Leitch 2006). This book, however, published as part of the Secondary Education in a Changi
Teacher education policy in Europe
This monograph has been written and published as a result of the growing co-operation within the Teacher Education Policy in Europe (TEPE) Network. The initiative to set up the TEPE Network was agreed in 2006 at Umeå University (Sweden) and the first TEPE conference was organised at the University of Tallinn (Estonia) from 1 to 3 February 2007 within a relatively small group of participants from eight countries. The second conference was hosted b…
A race to the bottom – prison education and the English and Welsh policy context
This article examines prison education in England and Wales arguing that a disjuncture exists between the policy rhetoric of entitlement to education in prison at the European level and the playing out of that entitlement in English and Welsh prisons. Caught between conflicting discourses around a need to combat recidivism and a need for incarceration, prison education in England exists within a policy context informed, in part, by an internation…
Power, positionality and practitioner research
The growth, internationally, in professional doctorates over the last 25 years has been well documented, as are the forms, fields and disciplines that such doctorates embrace. Yet relatively little is known about the professional tensions teachers encounter, in relation to their positionality, when carrying out doctoral research in the schools where they work. This paper draws attention, not only to the contribution the Professional Doctorate in …
Teacher education policy in Europe
This monograph has been written and published as a result of the growing co-operation within the Teacher Education Policy in Europe (TEPE) Network. The initiative to set up the TEPE Network was agreed in 2006 at Umeå University (Sweden) and the first TEPE conference was organised at the University of Tallinn (Estonia) from 1 to 3 February 2007 within a relatively small group of participants from eight countries. The second conference was hosted b…
Secondary education and the raising of the school-leaving age – coming of age
The rhetorical froth and bubble over when children should leave school is well documented (e.g. Finn 1987; Leitch 2006). This book, however, published as part of the Secondary Education in a Changi
A race to the bottom – prison education and the English and Welsh policy context
This article examines prison education in England and Wales arguing that a disjuncture exists between the policy rhetoric of entitlement to education in prison at the European level and the playing out of that entitlement in English and Welsh prisons. Caught between conflicting discourses around a need to combat recidivism and a need for incarceration, prison education in England exists within a policy context informed, in part, by an internation…
The professional developmental needs of higher education-based teacher educators
A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher…
The professional development of higher education-based teacher educators
Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn what skills and knowledge teacher educators need and how they acquire such skills and knowledge throug…
Youth Identities, education and employment – exploring post-16 and post-18 opportunities, access and policy
"Youth Identities, education and employment – exploring post-16 and post-18 opportunities, access and policy." British Journal of Educational Studies, 67(1), pp. 131–132
Power, positionality and practitioner research
The growth, internationally, in professional doctorates over the last 25 years has been well documented, as are the forms, fields and disciplines that such doctorates embrace. Yet relatively little is known about the professional tensions teachers encounter, in relation to their positionality, when carrying out doctoral research in the schools where they work. This paper draws attention, not only to the contribution the Professional Doctorate in …
Identifying school-based teacher educators’ professional learning needs
Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) cond…
Making individual teacher educator professional agency visible
This paper explores teacher educators’ professional agency through a qualitative analysis of career stories of 44 Teacher Educators in five European countries (England, Ireland, the Netherlands, Portugal and Scotland). The career stories were collected and analysed as part of the first phase of the Teacher Educator Living Library (TELL) project. Through collaborative interpretive analysis, we identify how professional agency can manifest itself i…
The Professional Learning Needs and Priorities of School‐Based Teacher Educators in England, Israel and Romania
This article addresses a significant gap in the research on the professional development of school‐based teacher educators (SBTEs), including the support they receive during their careers. Drawing on data from a larger international study conducted by the International Forum for Teacher Educator Development (InFo‐TED), encompassing 1680 SBTEs across multiple countries, this article focuses in detail on data from England, Israel and Romania, highl…
School-based teacher educators’ professional identity and professional needs
Professional development (7 works) · Teacher Education and Leadership Studies (7 works) · Faculty Development (6 works) · Pedagogy (6 works) · Political science (6 works) · Sociology (6 works) · Teacher education (6 works) · Higher education (5 works) · Economics (4 works) · Innovative Education and Learning Practices (4 works)