Evi Agostini
is Associate Professor at the Centre for Teacher Education and the Faculty of Philosophy and Education at the University of Vienna. She lectures on learning theory, research methods, and anthropology. Her main research interests are (phenomenological) theories of learning and teaching, responsive teacher education, aesthetic education, and sustainable development.
Herbert Altrichter
is Professor Emeritus at the Linz School of Education, Johannes Kepler University, Linz, Austria. His research interests include educational governance studies (school development and system reform), teacher education, evaluation, action research, and qualitative research methodology.
Rinat Arviv-Elyashiv
is the Director of the Research Authority at Kibbutzim College of Education. Her studies focus on educational policy, teacher career paths, teacher professional development, educational assessment and social inequality. She participates in international partnerships to strengthen teachers’ professional identity and development.
Ilanit Avraham
is a PhD candidate and a member of the MOFET Institute’s Tespa program for teachers of Ethiopian origin. She is a lecturer at Efrata College of Education, in Jerusalem. Her research focuses on multicultural education, teachers of Ethiopian descent and linguistic aspects in the narratives of the population with intellectual disabilities.
Yvonne Bain
is Emeritus Professor at the University of Aberdeen, Scotland. She has been involved in teaching and developing teacher education programmes as well as undertaking research focused on teacher education and professional learning for many years. She is also a member of InFo-TED.
Tali Berglas-Shapiro
is Head of Discipline-based Professional Learning Communities R&D at the MOFET Institute in Tel Aviv, Israel. She is a lecturer and Head of the Pedagogical Innovation Unit, and Technology, at David Yellin Academic College
Charalambos Y. Charalambous
is Associate Professor in Educational Research and Evaluation at the Department of Education of the University of Cyprus, Cyprus. His research interests revolve around educational effectiveness and improvement, with a particular focus on understanding teaching quality and its association with student learning.
Michalis Christodoulou
has studied sociology and philosophy and holds a PhD in the sociology of education. He has completed postdoctoral research on the methodology of causal explanation at the University of Crete. He is co-author (with Pr Giorgos Tsiolis) of Social causation and biographical research: Philosophical, theoretical and methodological arguments (Routledge, 2020) and author of Causal Explanations through Case Studies. Applications to Educational Research (Pedio Books, 2022) [in Greek]. He is Assistant Professor at the Department of Primary Education, Aristotle University of Thessaloniki, Greece.
Ina Cijvat
is a researcher/programme coordinator at the Centre of Expertise Urban Education at Amsterdam University of Applied Sciences. Her research interests include professional development of teachers in the workplace, teacher learning, and learning culture in school organisations. Her focus is the connection of practice and research through practice-oriented research. As a PhD student (Radboud University Nijmegen), she conducts research into self-regulated teaching and adaptive teaching in primary education.
Gerry Czerniawski
is Professor of Education at the University of East London (UEL) and a member of the International Forum for Teacher Educator Development (InFo-TED). Gerry’s published research interests include teacher and teacher educator professional identity and development; prison education; student voice and doctoral education. In addition to his role as a researcher, author and teacher educator, he is the Lead Editor of the BERA Blog, editor of the journal Research in Teacher Education and a Director, Trustee and council member of the British Educational Research Association (BERA).
Ricarda Derler
is a university assistant at the University of Graz Institute of Education Research and Teacher Education. She holds a Master of Science in Inclusive
Maria Assunção Flores
works at the University of Minho, Portugal. She received her PhD at the University of Nottingham, UK. Her research interests include teacher professionalism and identity, teacher education and professional development, curriculum, assessment, leadership and higher education. She has published extensively on these topics both nationally and internationally. She is currently Co-Editor of the European Journal of Teacher Education and executive editor of Teachers and Teaching Theory and Practice. She is a member of the International Forum for Teacher Educator Development.
Ulla Fürstenberg
is a senior lecturer in the Department of English Studies at the University of Graz, Austria, where she teaches English language and ELT methodology classes. Her research interests include (teacher) language awareness and the integration of content and language in higher education. She is currently investigating the emerging language awareness of Austrian student teachers and novice teachers of English. She is a co-editor (with Jennifer Schumm Fauster) of the resource book English Language Teaching in Austria: From theory to the classroom and beyond (Graz University Library Publishing, 2023).
Conor Galvin
is Director of the Doctorate programmes at UCD School of Education, Dublin, Ireland, where he also lectures on various education sciences, sustainability, public policy, and research methods programmes. His research interests include policy and policy networks, professional knowledge, and the impact of new and emergent technology on learning and society. He is UCD lead on the TAP-TS Teacher Academy – an inaugural ERASMUS+ Teacher Academies Project bringing together ministry, schools, civil society partners, and higher education institutions in five European countries to work on teaching sustainability. Dr. Galvin is a consultant to the European Commission and an Expert adviser on the new Jean Monnet Schools Action.
Ainat Guberman
is Head of the Research Authority at The MOFET Institute in Tel Aviv, Israel. She lectures at the David Yellin Academic College of Education and the Department of Education at the Hebrew University of Jerusalem. Her research focuses on teacher educators’ professional development.
is Senior Researcher at the Department of Teacher Education at the University of Turku, Finland. She holds a PhD in Education. Her research focuses on interconnections between higher education and the world of work, especially with regard to the teaching profession.
Tuike Iiskala
is a University Research Fellow at the Department of Teacher Education, University of Turku, Finland. She holds a PhD in Education. Her research interests centre on skilful learning, individual and collaborative learning processes and face-to-face and technology-supported learning. Her research also encompasses teachers’ professional development.
Fjolla Kaçaniku
is Assistant Professor at the Faculty of Education, University of Prishtina in Kosovo. Her research interests centre on quality teacher education and European education policies with a particular focus on teacher education. She is currently a Board Member of the Teacher Education Policy in Europe (TEPE) network. She has recently published articles and book reviews in Policy Futures in Education, Quality in Higher Education, and the European Journal of Teacher Education.
Lisa-Maria Lembacher
completed Master’s in Social Pedagogy at the Institute of Educational Sciences at University of Graz, where she is closely involved with the “Insert Coin to Continue (ICTC)” project and the teaching research project “Social Work and Sustainability”. She is employed by a labour market integration company and works part-time as a content creator for youth and young adults. She was previously Student Assistant at the University of Graz Institute for Educational Research and Pedagogical Education.
Joanna Madalinska-Michalak
is Professor of Social Science in the Department of Teacher Education at the University of Warsaw, and an Honorary Professor at Aarhus University, Denmark. She is a Vice-President of the World Education Research Association (WERA), a former President of Polish Educational Research Association (PERA), member of Council Board of the European Educational Research Association (EERA), and a former Chair of the Teacher Education Policy in Europe Scientific Network (TEPE). She is also a member of the Project Steering Group for the TAP-TS Teacher Academy – An inaugural Erasmus+ Teacher Academies
Aziza Mayo
is Scientific Director of the NIVOZ Foundation (Netherlands Institute for Education and Educational Affairs) and Senior Researcher at the University of Applied Sciences Leiden, the Netherlands. Her research interests include cultural diversity in education, social class and educational inequality, whole child education, pedagogical dimensions of education and teacher development, and educational leadership. She is the research lead on the Whole Child Development programme, which conducts collaborative action research in and with learning communities to develop whole teacher and whole child education practices in teacher training institutes and schools throughout the Netherlands.
Jonathan Mendels
is Head of Knowledge Management at the MOFET Institute’s Professional Learning Community (PLC) R&D Unit. He is a lecturer at the Ben-Gurion University of the Negev communications department. His research interests include professional learning methods for teacher, dialogic pedagogy and the use of digital games to promote social change.
Stephanie Mian
works as a researcher at the University of Bolzano-Bozen and teaches general didactics in the Primary Education study programme. Her research interests focus on (phenomenological) learning theories, learning and teaching research and teacher professionalisation.
Mirjamaija Mikkilä-Erdmann
is Professor of Teacher Education and Chair of the Research Profile “Children, Young People and Learning” at the University of Turku. Her current research interests include teacher learning, science literacy and learning of complex phenomena. She takes an interdisciplinary approach and uses both online and interventions.
Hagit Mishkin
was Head of the Tespa programme at The MOFET Institute in Tel Aviv, Israel, a programme that aims to train and support members of the Ethiopian community in education and integrate them into the education system. Her research
Jan Morgenstern
works as a Senior Consultant at Ramboll Management Consulting (Germany), focusing on evaluation of educational and social issues. He and his team provide training and development in evaluation methods and social empirical research. He holds an MSc in Public & Nonprofit Studies from the University of Hamburg.
Helma Oolbekkink-Marchand
is Professor of Applied Sciences at HAN University. Her research focuses on teacher (educators) professional development in the context of professional learning communities and research. She is Chair of the Dutch Teacher Educators Association (Velon) and a member of the International Forum for Teacher Educator Development.
Nazime Öztürk
is a doctoral student, lecturer and research project assistant at the University of Vienna Department of Education. Her specific areas of interest are social justice and inclusion, social inequality, access to education and the Austrian school system.
Katrin Poom-Valickis
is Professor of Teacher Education at the Tallinn University School of Educational Sciences. She has been a project leader and co-coordinator for a number of projects looking at the development of teacher education and was a member of the expert group that advised on the implementation of the induction year for novice teachers in Estonia. Her main research interests focus on teacher professional development, and more specifically how to support prospective teachers’ learning and development during their studies and their first years in the job.
Elena Revyakina
is a researcher on a number of projects in the University College of Teacher Education Vienna, Austria. These focus on policy and practice relating to professional teacher learning, reflective practice, the role of networks and community in policy change and teacher professional learning, and the use of digital technologies for teaching and learning. Elena currently leads the work on the developing learning & teaching packages on Education for Sustainability
Kari Smith
is Professor Emerita at the Norwegian University of Science and Technology (NTNU) Department of Teacher Education. Her research interests are Assessment for Learning, professional development, and teacher education. She was one of the founders of InFo-TED (The International Forum for Teacher Educator Development) and was Head of the Norwegian Research School in Teacher Education (NAFOL).
Marco Snoek
is Professor at the Centre of Applied Research in Education at the Amsterdam University of Applied Sciences. His research interests cover the teaching profession, teacher learning, teacher careers, teacher leadership and learning culture in schools. His focus is to connect research, practice and policy through practice-oriented research. He is Co-Chair of the Teacher Education Policy in Europe (TEPE) network.
Vasileios Symeonidis
is Visiting Professor at the University of Education Freiburg, Germany and a Postdoctoral Researcher at the University of Graz, Austria. His research interests include teacher education policy and practice, teacher professionalism in an international and comparative context, teachers’ professional status, and experiential dimensions of teacher and student learning. He sits on the board of international teacher education networks, including the Teacher Education Policy in Europe (TEPE) network and the International Forum for Teacher Educator Development (InFo-TED).
Julia Tölle
holds a diploma in Sociology (University of Bamberg) and works at Ramboll Management Consulting (Germany) as a Senior Consultant in the Competence Centre for Sustainable Social Transformation. Her thematic focus is on empirical educational research. She is experienced in qualitative and quantitative data analysis as well as data triangulation.
Triin Ulla
is Educational Sciences PhD student and Junior Lecturer on School Pedagogy at the Tallinn University School of Educational Sciences. Her current research interests include teacher attitudes and self-efficacy in inclusive education,
Anu Warinowski
is Head of Faculty Development at the University of Turku Faculty of Education. She holds a PhD and is Adjunct Professor of Education. She is currently Operational Director of FinTED (Finnish Teacher Education Database). She is particularly interested in the research-based development of initial and in-service teacher education.
Heike Wendt
is Chair of Empirical Educational Research and Head of the Institute of Education Research and Teacher Education at the University of Graz. Her role includes overseeing the teacher education modules at Graz University. Her main research foci within this field include international comparative research on educational systems, school development and equity.
Cinzia Zadra
is a researcher at the University of Bolzano-Bozen. She teaches social and general pedagogy and qualitative research methodology on the Social Work and Social and Primary Education programmes. Her research interests examine are focused on learning in the context of place- and community-based education and reflective and self-reflective practices.