Editorial

Article

Czerniawski, G. 2016. Editorial. Research in Teacher Education. 6 (1), pp. 5-5.
AuthorsCzerniawski, G.
Abstract

Editorial outlining the May 2016 issue of Research in Teacher Education.

JournalResearch in Teacher Education
Research in Teacher Education
Journal citation6 (1), pp. 5-5
ISSN2046-1240
2047-3818
Year2016
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
CC BY
Digital Object Identifier (DOI)doi:10.15123/PUB.5090
Web address (URL)https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education
Publication dates
PrintMay 2016
Publication process dates
Deposited05 Jul 2016
Copyright information© 2016 The author
Permalink -

https://repository.uel.ac.uk/item/8511z

Log in to edit

Download files

Publisher's version
RITE MAY 16 - Editorial.pdf
License: CC BY

  • 31
    total views
  • 23
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Prison Education – a Northern European wicked policy problem?
Garby-Czerniawski, G. 2020. Prison Education – a Northern European wicked policy problem? in: Albertson, K., Corcoran, M. and Phillips, J. (ed.) Marketisation and Privatisation in Criminal Justice Bristol University Press.
The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English Case
Murray, J., Czerniawski, G. and Kidd, W. 2017. The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English Case. in: Feiman-Nemser, Sharon and Ben-Peretz, Miriam (ed.) Getting the Teachers We Need: International Perspectives on Teacher Education London Rowman & Littlefield.
Who Is Teaching Me and What Do They Know? Student Teachers’ Perceptions of Their Teacher Educators and Mentors
Murray, J., Garby-Czerniawski, G. and Barber, Patti 2019. Who Is Teaching Me and What Do They Know? Student Teachers’ Perceptions of Their Teacher Educators and Mentors. in: Murray, J., Swennan, Anja and Kosnik, Clare (ed.) International Research, Policy and Practice in Teacher Education Springer International Publishing. pp. 139-153
We are all teacher educators now: understanding school-based teacher educators in times of change in England
Czerniawski, G., Kidd, W. and Murray, J. 2019. We are all teacher educators now: understanding school-based teacher educators in times of change in England. in: Swennen, Anja, Kosnik, Clare and Murray, J. (ed.) International Research, Policy and Practice in Teacher Education Springer International Publishing. pp. 171-185
Editorial
Czerniawski, G. 2017. Editorial. Research in Teacher Education. 7 (2), p. 5.
The Professional Development of Higher Education-Based Teacher Educators: Needs and Realities
MacPhail, Ann, Ulvik, Marit, Guberman, Ainat, Czerniawski, G., Oolbekkink-Marchand, Helma and Bain, Yvonne 2018. The Professional Development of Higher Education-Based Teacher Educators: Needs and Realities. Professional Development in Education. 45 (5), pp. 848-861.
The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland
Czerniawski, G., Gray, Donald, MacPhail, Ann, Bain, Yvonne, Conway, Paul and Guberman, Ainat 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), pp. 133-148.
Editorial
Czerniawski, G. 2016. Editorial. Research in Teacher Education. 6 (2), p. 5.
The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis
Czerniawski, G., Guberman, Ainat and MacPhail, Ann 2016. The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis. European Journal of Teacher Education. 40 (1), pp. 127-140.
Introduction
Czerniawski, G. 2010. Introduction. in: Emerging Teachers and Globalisation Routledge. pp. 1-9
Context, Setting and Teacher Identities: a comparative study of the values of newly qualified teachers in Norway, Germany and England
Czerniawski, G. 2007. Context, Setting and Teacher Identities: a comparative study of the values of newly qualified teachers in Norway, Germany and England. PhD Thesis King's College London Department of Education and Professional Studies
Editorial
Czerniawski, G. 2015. Editorial. Research in Teacher Education. 5 (2), p. 5.
Changing context, changing landscapes: a review of teacher education in Norway and England
Czerniawski, G. and Ulvik, M. 2014. Changing context, changing landscapes: a review of teacher education in Norway and England. in: Rabensteiner, Pia-Maria and Rabensteiner, Gerhard (ed.) Internationalisation in Teacher Education-- Education Balmannsweiler Schnieder Verlag Hohengehren.
A longitudinal study of the professional development of teachers – the challenges of comparison
Czerniawski, G. 2015. A longitudinal study of the professional development of teachers – the challenges of comparison. in: Fritzsche, Bettina and Huf, Christina (ed.) The Benefits, Problems an Dissues of Comparative and Cross-Cutural Research: Ethnographic Perspectives London E&E Publishing.
Editorial
Czerniawski, G. 2015. Editorial. Research in Teacher Education. 5 (1), pp. 5-6.
A Race to the bottom – Prison Education and the English and Welsh Policy Context
Czerniawski, G. 2015. A Race to the bottom – Prison Education and the English and Welsh Policy Context. Journal of Education Policy.
Editorial [October 2013]
Czerniawski, G. and Wells, D. 2013. Editorial [October 2013]. Research in Teacher Education. 3 (2), pp. 5-6.
Editorial [April 2013]
Czerniawski, G. and Wells, D. 2013. Editorial [April 2013]. Research in Teacher Education. 3 (1), pp. 3-4.
Listening to Learners
Czerniawski, G., Garlick, Sue, Hudson, A., Peters, Petula, Higher Education Academy and Continuum 2009. Listening to Learners. London University of East London.
Professional development for professional learners: teachers’ experiences in Norway, Germany and England
Czerniawski, G. 2013. Professional development for professional learners: teachers’ experiences in Norway, Germany and England. Journal of Education for Teaching: International research and pedagogy. 39 (4), pp. 383-399.
Editorial
Czerniawski, G. and Wells, D. 2012. Editorial. Research in Teacher Education. 2 (2), pp. 1-2.
Editorial
Czerniawski, G. and Wells, D. 2012. Editorial. Research in Teacher Education. 2 (1), pp. 1-2.
Student voice-by-numbers
Czerniawski, G. 2012. Student voice-by-numbers. Research in Teacher Education. 2 (1), pp. 14-18.
Editorial [Oct 2011]
Czerniawski, G. 2011. Editorial [Oct 2011]. Research in Teacher Education. 1 (2), pp. 1-2.
Embedding the Global Dimension into Secondary Initial Teacher Training through the use of virtual schools
Czerniawski, G., Wright, Kathy and Herrington, Neil 2011. Embedding the Global Dimension into Secondary Initial Teacher Training through the use of virtual schools. Research in Teacher Education. 1 (1), pp. 21-26.
Editorial
Czerniawski, G. 2011. Editorial. Research in Teacher Education. 1 (1), pp. 1-2.
Embedding Global Citizenship into Secondary Initial Teacher Training through the use of Virtual Schools: some lesson
Herrington, N., Czerniawski, G. and Wright, Kathy 2009. Embedding Global Citizenship into Secondary Initial Teacher Training through the use of Virtual Schools: some lesson. Developing Critical Perspectives on Education for Sustainable Development Global Citizenship in Initial Teacher Education. Jul 2009 pp. 36-43