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80 results on '"Czerniawski, Gerry"'

2. Power, Positionality and Practitioner Research: Schoolteachers' Experiences of Professional Doctorates in Education

Author

Czerniawski, Gerry

Abstract

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 Education (EdD) makes to research as a whole, but also to the significance of teachers as invaluable members of the research community. Findings will be presented from interviews with 30 senior teachers from schools in England who are carrying out practitioner research as part of their doctoral studies. The paper draws attention to how power relations in the research process ferment the structural and agentic concerns of the participants in this study when discussing their researcher positionality. The scholarly significance of this study is its contribution to knowledge of how schools are increasingly becoming both sites of research and research-rich environments. With its focus on researcher positionality the paper draws attention not just to the tensions and dilemmas these participants encounter on their doctoral journey, but also to the importance of teacher researchers and their role in research knowledge production.

Published
2023
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5. The Professional Development of Higher Education-Based Teacher Educators: Needs and Realities

Author

MacPhail, Ann, Ulvik, Marit, Guberman, Ainat, Czerniawski, Gerry, Oolbekkink-Marchand, Helma, and Bain, Yvonne

Abstract

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 throughout their career. The purpose of this study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland and The Netherlands) and to reveal influencing factors and affordances conducive to professional development. Semi-structured interviews constituted questions on professional learning opportunities and teacher education and research. Results from the interviews convey themes around the areas of (i) self-initiated professional development, (ii) the importance of experiencing professional development through collaboration with peers and colleagues, (iii) accessing opportunities to improve teacher education teaching practices, and (iv) the inextricable link between teaching and research and, consequently, the need to upskill in research skills. Discussion points that arise include the induction period, frustration and tension in navigation, haphazard professional learning and learning with, and from, each other.

Published
2019
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9. The Professional Learning Needs and Priorities of Higher-Education-Based Teacher Educators in England, Ireland and Scotland

Author

Czerniawski, Gerry, Gray, Donald, MacPhail, Ann, Bain, Yvonne, Conway, Paul, and Guberman, Ainat

Abstract

Against a rapidly changing policy landscape for teacher education, exacerbated by 'Brexit' in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators' priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators' professional development lies in their practice situated and positioned within global, regional, national and local policy contexts.

Published
2018
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15. The Professional Developmental Needs of Higher Education-Based Teacher Educators: An International Comparative Needs Analysis

Author

Czerniawski, Gerry, Guberman, Ainat, and MacPhail, Ann

Abstract

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 educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning "best practice" in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.

Published
2017
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16. A Race to the Bottom--Prison Education and the English and Welsh Policy Context

Author

Czerniawski, Gerry

Abstract

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 international human rights agenda on the one hand and global recession, financial cutbacks, and a moral panic about crime on the other. The European Commission has highlighted a number of challenges facing prison education in Europe including over-crowded institutions, increasing diversity in prison populations, the need to keep pace with pedagogical changes in mainstream education and the adoption of new technologies for learning. These are challenges confronting all policy makers involved in prison education in England and Wales in a policy context that is messy, contradictory and fiercely contested. The article argues that this policy context, exacerbated by socio-economic discourses around neo-liberalism, is leading to a race-to-the-bottom in the standards of educational provision for prisoners in England and Wales.

Published
2016
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19. Research in Teacher Education: Volume 11, No.2, November 2021

Author

Garby-Czerniawski, Gerry, Brown-Wilsher, Paulet, Ahmed, F., Williams, G., Balmforth, Nicholas, Stephens, Karen, and James, M.

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ���research���, in its broadest sense includes any gathering of data, information and ���facts��� designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Published
2021
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21. Research in Teacher Education: Volume 11, No.1, May 2021

Author

Garby-Czerniawski, Gerry, Maguire, M., Welch, G., Ball, S., O'Brien, J., Menter, I., Fielding, M., Wray, D., Mayer, D., Sikes, P., Smith, K., White, S., Kosnik, C., Archer, L., Fautley, M., Berry, A., McCulloch, G., Noble-Rogers, J., L��bler, H., MacPhail, A., Murray, Jean, Wells, David, Menna, L., Dharamshi, P., Maier, M., and Markgraf, D.

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ���research���, in its broadest sense includes any gathering of data, information and ���facts��� designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Published
2021
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23. Research in Teacher Education: Volume 10, No.1, May 2020

Author

Garby-Czerniawski, Gerry, Udenze, A., Uppal, Gurmit, Ahmed, F., Baker, Alison, Eka, V., Taylor, L., Le Voguer, Michelle, Warner, L., McPhail, A., Colley, Andrew, Palmer, Stephen, Hakyemez-Paul, S., Elfallah, Marwan, Taylor, Benjamin, Crutchley, Rebecca, and Schwarz, J.

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Published
2020
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26. Editorial: New perspectives on curriculum: Rethinking collaborative enquiry and teachers' professional learning.

Author

Pountney, Richard, Baumfield, Vivienne, Czerniawski, Gerry, and Seleznyov, Sarah

Subjects
*TEACHER development, *TEACHER researchers, *TEACHER influence, *EDUCATION research, *EX-presidents
Abstract

In BERA's 50th anniversary, this special issue of the Curriculum Journal recognises the debt to the work of Lawrence Stenhouse, former BERA President, and founder of the British Curriculum Forum (BCF), and his influence on teachers' work in researching and developing the curriculum. Papers in this issue address what Stenhouse called the central problem of evidence‐informed practice: ‘the gap between our ideas and our aspirations and our attempts to operationalise them’ (Stenhouse, 1975, 2–3). Stenhouse's legacy for curriculum models and thinking, both within the four home countries and internationally, highlights the methodologies and theoretical perspectives that inform teachers as researchers and how we understand and evaluate such frames of reference. Approaches to involving teachers as researchers examined in this collection resonate with BERA's strategic plan to build on its links with practitioners, set in the context of BCF and its work to support teachers' curriculum research. [ABSTRACT FROM AUTHOR]

Published
2024
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27. Research in Teacher Education: Volume 8, No.2, November 2018

Author

Garby-Czerniawski, Gerry, Hammer, S., Messner, Stephanie, Mohammed, R., Felix, R., Whiskerd, J., McCulloch, G., Lalli, G., Viesca, K. M., Ehmke, T., and Heinz, B. E.

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Published
2018
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29. Research in Teacher Education: Volume 8, No.1, May 2018

Author

Garby-Czerniawski, Gerry, Morris, D., Webb, C., Timmins, V. M. S., Blacklaw, A., Robertson, G., Berry, A., and White, M. L.

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Published
2018
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33. Research in Teacher Education: Volume 7, No.2, November 2017

Author

Garby-Czerniawski, Gerry, Herrington, Neil, Hicks, Christina, Viswarajan, Sheeba, Oberholzer, Lizana, Challen, Christine, Fautley, Martin, Theodotou, Evgenia, Shanks, Rachel, and Hunt, Ruth

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Published
2017
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35. Research in Teacher Education: Volume 7, No.1, May 2017

Author

Garby-Czerniawski, Gerry, Hudson, Anthony, Smith, M., Bell, C., Baker, Alison, Archer, L., Hoskin, Janet, and Robertson, Graham

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ���research���, in its broadest sense includes any gathering of data, information and ���facts��� designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Published
2017
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36. The professional development of higher education-based teacher educators: needs and realities.

Author

MacPhail, Ann, Ulvik, Marit, Guberman, Ainat, Czerniawski, Gerry, Oolbekkink-Marchand, Helma, and Bain, Yvonne

Subjects
PROFESSIONAL education, HIGHER education, TEACHER educators, ABILITY, JURISDICTION
Abstract

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 throughout their career. The purpose of this study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland and The Netherlands) and to reveal influencing factors and affordances conducive to professional development. Semi-structured interviews constituted questions on professional learning opportunities and teacher education and research. Results from the interviews convey themes around the areas of (i) self-initiated professional development, (ii) the importance of experiencing professional development through collaboration with peers and colleagues, (iii) accessing opportunities to improve teacher education teaching practices, and (iv) the inextricable link between teaching and research and, consequently, the need to upskill in research skills. Discussion points that arise include the induction period, frustration and tension in navigation, haphazard professional learning and learning with, and from, each other. [ABSTRACT FROM AUTHOR]

Published
2019
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38. Editorial

Author

Czerniawski, Gerry, primary, Pratt, Nick, additional, and Vigurs, Katy, additional

Published
2017
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39. Research in Teacher Education: Volume 6, No.1, May 2016

Author

Garby-Czerniawski, Gerry, Robson, Jennifer, Robertson, Graham, Conner, Lara, Beigi, Ruksana, Devici, Isa, White, Rosemary, White, Simone, Uppal, Gurmit, Pafford, Fran, Kidd, Warren, and Bannocks, Rebecca

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Published
2016
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41. Research in Teacher Education: Volume 6, No.2, November 2016

Author

Garby-Czerniawski, Gerry, Tack, Hanne, Haferjee, A., Mann, Jonathan, Sharma, Rahul, Waheed, Zarina, Farah, Fatuma, Kosnick, Clare, Gariazzo, Julie, Vanderlinde, Ruben, Hassan, N., Wazir, Safia, Rasheed, Sadia, Menna, Lydia, Dharamshi, Pooja, Dennis, Diane, and Tempriou, Athina

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Published
2016
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44. Research in Teacher Education: Volume 5, No.1, May 2015

Author

Garby-Czerniawski, Gerry, Wiseman, Sue, Hellawell, Beate, White, Ml, Robertson, Graham, Linington, Mary, Martin, Estelle, Sikes, P., Ayres, Daniel, Hussain, Victoria, Herrington, Neil, and Hurley, Cathy

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ���research���, in its broadest sense includes any gathering of data, information and ���facts��� designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Published
2015
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46. Research in Teacher Education: Volume 5, No.2, November 2015

Author

Garby-Czerniawski, Gerry, Burnell, Iona, Roffey-Barentsen, Jodi, Dalladay, Christopher, Hassan, Nasima, Herrington, Neil, Tyrrell, Christopher, McCalman, Lionel, Smith, Kari, White, Rose, Ahmed, Kamal, Tymms, Mark, and Waheed, Zarina

Subjects
ComputingMilieux_COMPUTERSANDEDUCATION
Abstract

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Published
2015
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47. Teacher-as-researcher: Shaping the curriculum for pupil learning.

Author

Dann, Ruth, Czerniawski, Gerry, Dixon, Megan, and Hanley, Chris

Subjects
*CURRICULUM planning, *TEACHER participation in curriculum planning, *EDUCATION research, *CURRICULUM theories, *TEACHER attitudes
Abstract

The article discusses the role of the teachers in a curriculum development and presents contributions from the British Curriculum Forum (BCF) conference related to it. Topics include importance of teachers thinking and acting as a researcher in their classrooms, pedagogies, and intervention of the Building Research in Primary Schools project.

Published
2018

48. The professional learning needs and priorities of highereducation-based teacher educators in England, Ireland and Scotland.

Author

Czerniawski, Gerry, Gray, Donald, MacPhail, Ann, Bain, Yvonne, Conway, Paul, and Guberman, Ainat

Subjects
*PROFESSIONAL education, *TEACHER educators, *HIGHER education, *TEACHER education, *BREXIT Referendum, 2016
Abstract

Against a rapidly changing policy landscape for teacher education, exacerbated by 'Brexit' in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators' priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators' professional development lies in their practice situated and positioned within global, regional, national and local policy contexts. [ABSTRACT FROM AUTHOR]

Published
2018
Full Text
View/download PDF

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