| The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis G Czerniawski, A Guberman, A MacPhail European Journal of Teacher Education 40 (1), 127-140, 2017 | 235 | 2017 |
| The professional development of higher education-based teacher educators: needs and realities A MacPhail, M Ulvik, A Guberman, G Czerniawski, ... Professional development in education 45 (5), 848-861, 2019 | 205 | 2019 |
| Student voice handbook: Bridging the academic/practitioner divide G Czerniawski, W Kidd Emerald Group Publishing, 2011 | 166 | 2011 |
| Teacher educators' identities and work in England at the beginning of the second decade of the twenty-first century J Murray, G Czerniawski, P Barber Academic Work and Identities in Teacher Education, 21-37, 2016 | 109 | 2016 |
| Emerging teachers–emerging identities: Trust and accountability in the construction of newly qualified teachers in Norway, Germany, and England G Czerniawski European Journal of Teacher Education 34 (4), 431-447, 2011 | 104 | 2011 |
| The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland G Czerniawski, D Gray, A MacPhail, Y Bain, P Conway, A Guberman Journal of Education for Teaching 44 (2), 133-148, 2018 | 83 | 2018 |
| A race to the bottom–prison education and the English and Welsh policy context G Czerniawski Journal of Education Policy 31 (2), 198-212, 2016 | 72 | 2016 |
| Professional development for professional learners: Teachers’ experiences in Norway, Germany and England G Czerniawski Journal of education for teaching 39 (4), 383-399, 2013 | 61 | 2013 |
| Repositioning trust: A challenge to inauthentic neoliberal uses of pupil voice G Czerniawski Management in Education 26 (3), 130-139, 2012 | 55 | 2012 |
| Emerging teachers and globalisation G Czerniawski Routledge, 2011 | 43 | 2011 |
| Becoming teacher educators in Pakistan: voices from the government colleges of education HK Khan Academic Work and Identities in Teacher Education, 85-95, 2016 | 39 | 2016 |
| Teacher educators in the twenty-first century: Identity, knowledge and research G Czerniawski Critical Publishing, 2018 | 33 | 2018 |
| Positioning the values of early career teachers in Norway, Germany and England G Czerniawski European Journal of Education 44 (3), 421-440, 2009 | 31 | 2009 |
| Successful teaching 14-19: theory, practice and reflection W Kidd, G Czerniawski Sage, 2010 | 28 | 2010 |
| EBOOK: Homework for Learning: 300 Practical Strategies G Czerniawski, W Kidd McGraw-Hill Education (UK), 2013 | 23 | 2013 |
| We are all teacher educators now: Understanding school-based teacher educators in times of change in England G Czerniawski, W Kidd, J Murray International research, policy and practice in teacher education: Insider …, 2019 | 22 | 2019 |
| Trust, contextual sensitivity and student voice G Czerniawski, S Garlick The student voice handbook: Bridging the academic/practitioner divide, 277-294, 2011 | 17 | 2011 |
| Teaching teenagers: A toolbox for engaging and motivating learners W Kidd, G Czerniawski Sage, 2011 | 16 | 2011 |
| Listening to learners G Czerniawski, S Garlick, A Hudson, P Peters Developing Critical Perspectives on Education for Sustainable Development …, 2009 | 12 | 2009 |
| Who is teaching me and what do they know? Student teachers’ perceptions of their teacher educators and mentors J Murray, G Czerniawski, P Barber International Research, Policy and Practice in Teacher Education: Insider …, 2019 | 9 | 2019 |
