Notes on Contributors
Veysel Akçacin
is an assistant professor of mathematics education in the Uşak University, Turkey. He has worked as a coordinator, expert, and trainer in projects supported by various public institutions in Turkey. He has lectured in in-service teacher training and professional development workshops supported by the Ministry of National Education, District Governorates, and Universities in Turkey. His research interests include technology integration in mathematics education, mathematical modeling, mathematics teacher education, socio-cultural factors in the teaching of mathematics (e.g., mathematical thinking styles, values), international comparative studies, and application of advanced statistical techniques in mathematics education.
Anastasios (Tasos) Barkatsas
is a Senior Academic in Mathematics, Statistics and STEM Education and a Quantitative Data Analyst at the School of Education, RMIT University, Australia and has published more than 130 refereed journal and conference research papers, chapters and books and has been a Chief Investigator and Quantitative Research Analyst in a series of competitive grants in Australia and Europe. Tasos is an active researcher and has been the recipient of more than $3M in competitive national and international research grants in the scholarship of Mathematics and STEM learning and teaching as well as multivariate data analysis. Tasos is a Professorial Research Fellow of the Society of Educational Evaluation of Greece and the Series Editor of the Brill | Sense Series ‘Global Education in the 21st Century’ (this book is Volume 4 of the Series), an Editorial Board member in a number of international research journals and a reviewer in numerous international research journals and conferences.
Tania Broadley
is currently Interim Pro-Vice Chancellor, Design & Social Context and Vice President of RMIT University, Australia. The College consists of 9 schools, 28,000 students and 1100 staff. The College activities reach across three campuses in Victoria and five international locations. Tania’s academic background is grounded in Education with research concentrated in the field of teacher education, curriculum, educational technologies, learning spaces, and academic professional development. Her previous leadership roles include Associate Dean (L&T) of QUT’s Faculty of Education, one of the largest education faculties in Australia, and Academic Lead of the Curtin Learning Institute responsible for strategic leadership of academic development, teaching quality and learning space design across Curtin University.
Andrea Chester
is Dean of the School of Education at RMIT University. A passionate and committed educator, Andrea has 25+ years’ experience in tertiary education. Andrea brings a background in psychology education and practice to her work as a leader and educator, focusing on the importance of relationships in all she does. Andrea’s research focuses on how partnerships can improve learning – partnerships between students, between staff, and between students and staff. Andrea is a Principal Fellow of the Higher Education Academy.
Angela Clarke
is a tertiary teaching specialist, educational scholar and creativity advocate who provides academic leadership on research and teaching in creative disciplines at RMIT University. She has published work on creativity, embodiment, fine art education, professional learning, educational change management, motherhood, and performance philosophy. Most recently she is one of two founding members of a social enterprise called Live Particle that provides live and digital embodied educational experiences to adult learners in multiple settings.
Anthony Clarke
is a Professor at the University of British Columbia (UBC). Prior to UBC he spent 12 years as a classroom teacher in Australia. His two main research interests are: (1) understanding and supporting classroom teachers who act as mentors to teacher candidates on practicum; and (2) conceptualising and promoting teacher inquiry at all levels of the educational system.
Yüksel Dede
is a Professor at the Department of Mathematics Education, Gazi University, Turkey. He worked at Berlin Freie University in Germany with Alexander von Humboldt (AvH) Scholarship and Scientific and Technological Research Council of Turkey (TUBITAK) scholarship respectively. He has worked as a director, expert or consultant in projects supported by various public institutions in Turkey (TUBITAK, Governorships, District Governorates, Provincial Directorates of National Education) and abroad (AvH-Germany, Monash University, Australia). Also he is on the board of editors and editors in many refereed national and international journals. There are numerous articles, book chapters, translation book chapters and conference proceedings published nationally and internationally. His research interests include teaching of mathematics concepts (e.g. algebra teaching), teacher education (mathematics), affective domain in mathematics education (values, motivation, beliefs, etc.), mathematical modeling, international comparative studies, research methods and application of advanced statistical techniques in mathematics education.
Mikhail Gradovski
was born in the Soviet Union. After graduation from the Norwegian University of Science and Technology as doctor rerum politicarum in 2008, Mikhail Gradovski participated in research projects on doctoral supervision, professional supervision, use of dialogue in education, and mental skill development. As a teaching practitioner he is using a dialogical approach based on an understanding both teacher and learner as partners with equal rights to make judgements on what is relevant, important and true.
Kathy Jordan
has been a teacher, teacher educator and researcher for over thirty years. She has a range of research interests including educational technologies in school education, teacher use of ICT, the sociology of ICT, literacy and its teaching, teacher education and professional experience. She has published widely in these fields and presented at numerous national and international conferences. Kathy has led research projects around supporting beginning teachers face the challenges of being new to the profession, and encouraging systemic change in initial teacher education around ICT. Currently, she is leading a research project around partnerships with schools to improve the classroom readiness of graduates.
Gürcan Kaya
is a faculty member at the Department of Mathematics Education in Burdur Mehmet Akif Ersoy University, Turkey. He has attended as an expert, and trainer in University-supported Scientific Research Projects and Scientific and Technological Research Council of Turkey supported projects. He has taught various courses about mathematics and mathematics education. His research interests include affective domain in mathematics education (e.g., values, and beliefs), using technology in mathematics education, mathematical modelling, teacher education, cultural and cross-cultural studies and the use of advanced statistical methods.
Huk Yuen Law
is an Adjunct Assistant Professor at The Chinese University of Hong Kong (CUHK). He obtained his PhD in mathematics education from University of East Anglia. Dr. Law taught secondary school mathematics for 23 years. Then, he taught mathematics pedagogy courses for both pre-service and in-service teachers, and also taught action research for post-graduate as well as undergraduate education students at CUHK. His research interests include mathematics teacher education, action research in education, mentoring in education, communication in the teaching and learning of mathematics, and values in mathematics education.
Darren Lingley
is Professor of Intercultural Communication and Comparative Culture in the Faculty of Humanities and Social Sciences at Kochi University, Japan. Primary research interests include analysis and assessment of spoken language and intercultural pragmatics. His research explores the concept of ‘authenticity’ in ELT, and how language teachers pedagogically mediate authentic texts, materials, and experiential learning. Darren also convenes international fieldwork courses on language education and indigenous culture in Australia and Canada. He is the 2016 recipient of the TESOL International Association’s Virginia French Allen Award for scholarship and service.
Kathy Littlewood
is a serial teacher, early career researcher, writer and learner who has been fortunate to work across many educational sectors including secondary schools, vocational training and higher education. Most recently, she has been working in the School of Education at RMIT University, as the Program Manager and a lecturer in the Master of Teaching Practice (Primary and Secondary) programs. Kathy’s wide range of experiences in the field has allowed her to see the application of mentoring practices first-hand in different contexts. Her current role working with mature age pre-service teachers has afforded insight into the challenges of mentoring this group of learners, both in university and school environments.
Tricia McLaughlin
is an Associate Professor, School of Education, RMIT University, Australia. Tricia is a nationally recognised scholar in the area of lifelong learning and pathways. She has extensive experience in the development of lifelong learning principles and their application in workplaces, educational settings and schools. Tricia is an active researcher and has been the recipient of almost $3M in competitive national research grants in the scholarship of learning and teaching and related areas. She has received a number of university and national teaching awards. Her research publications, including six books, span both her discipline of construction and the practice of learning and teaching. Tricia is particularly interested in the delivery of learning and most recently has explored the significance of 21st century skills and STEM in changing educational landscapes. Prior to her role in academia, Tricia was employed by the Parliament of Victoria as Executive Officer and consultant to the Economic Development Committee of Victoria. She was the executive officer for the Parliamentary Inquiry into the Building Industry and was consultant to the Minister during the Security of Payments Public Hearings. She has worked in the Australian construction industry and held positions on the Industry Skills Council and industrial associations for many years. Tricia was also employed for a number of years as an advisor to the Federal Minister for Industrial Relations.
Juanjo Mena
is an Associate Professor in the Department of Education at the University of Salamanca (USAL, Spain). He completed his Master degree (with honors) in the Department of Developmental & Educational Psychology in 2004. He obtained his PhD with distinction and special mention of “European Doctor” in 2007. Now he is Treasurer and National Representative of the ISATT. His research focuses on Teaching Practice, Teacher Education, Mentoring, Teacher Development and ICT. He has been a visiting scholar in a number of universities in The Netherlands, Canada, Australia, USA, Finland or Mexico. He also spent 5 years as a classroom teacher before joining USAL as full time professor. At the moment he is an affiliate professor at the University of British Columbia (Canada) and research collaborator at the Kazan Federal University (Russia).
Peter Saunders
is a clinical psychologist and lecturer at the Australian College of Applied Psychology. Peter has over 10 years of experience teaching psychology to individuals within the higher education sector. His current research interests include mentoring, social anxiety and self-presentation online.
Naomi Wilks-Smith
is a Lecturer in the School of Education at RMIT University in Melbourne, Australia. With an extensive career as an educator, she is particularly passionate about language education. Naomi speaks Japanese, has established a partner university and schools in Japan and has led university student global experiences between Australia and Japan. Her research interests include language teaching methodology, bilingualism, second language output, educational technology for language learning, and learning from global experiences. Naomi is also the Co-Founder and Co-Director of EdTech Trends, an educational technology business, which has developed an innovative app for languages called Voice Story.
Dallas Wingrove
is an Academic Developer working in the College of Design and Social Context at RMIT University in Melbourne, Australia. She has accumulated 20 years experience in higher education providing learning and teaching leadership for professional learning about teaching to deliver quality enhancement. She is currently undertaking a PhD which theorises and advances knowledge of how to foster scholarly professional learning in tertiary teaching through developmental peer observation of teaching. This research contributes to knowledge of how peer observation as praxis can foster development and quality in contemporary tertiary educational practice.
Sophia Xenos
is Associate Professor at RMIT University, Australia, and an experienced academic, clinical educator, and clinical psychologist with extensive experience in teaching employability skills, peer mentoring and building sustainable models of education to empower students of all ages. Her passion for facilitating deeper understanding for both learners and teachers of how students develop their professional identities during their university studies has been the key impetus for the various evidence-based initiatives she has led. Some of these initiatives include the introduction of an evidence-based peer mentoring model, an authentic assessment and reflective practice framework and the introduction and evaluation of online WIL-based assessments.