Laura Sara Agrati
is an associate professor in Didactics at the University of Bergamo where she is responsible for the laboratories and the practicum in the bachelor’s degree in Primary Education Sciences. Her main research interests are teachers training and the analysis of educational practices in complex contexts. She is the university representative of the EUA (European University Association) and a member of national and international scientific societies – for the ISATT (International Study Association on Teachers and Teaching) she edited the ‘Teaching’ section in the 30th yearbook.
Dhahri Amen
is a doctoral student in educational science at the University of Bordeaux in the laboratory Cultures – Education – Societies (LACES EA 7437), works at the pilot center for deaf children in Tunisia. Graduated from the Higher Institute of Special Education in Manouba with a basic degree in special education, she has taught students with disabilities (deaf and ASD). She holds a double Master’s research diploma in educational sciences from the Faculty of Human and Social Sciences in Tunis, in partnership with the UFR Lettres et Languages – Université de Nantes, and completed a six-month internship with the latter.
Daniela Roxana Andron
is an associated professor at Lucian Blaga University of Sibiu, Romania, Teachers’ Training Department, since 2007. She has studied engineering, economics, and teachers’ training, with a PhD in Management. Her focus lies on pre- and in-service teacher training. She has authored or co-authored 18 volumes and numerous articles, being also involved in professional development projects.
Stephanie Arnott
is an associate professor in the Faculty of Education, University of Ottawa. She is a core member of the Education and Languages Research Group (EducLang) and coordinator of the Second Language Education Cohort (cL2c). Her research focuses on student motivation, the knowledge base of L2 teachers and innovation in Canadian FSL education.
Dorota Bazuń
is a sociologist; an employee of the Institute of Sociology at the University of Zielona Góra. Research interest: sociology of social movements and civil
Maria Chatzi
is a member of the Laboratory Teaching Staff (L.T.S.) in the Department of Primary Education at the University of Thessaly. She holds an MA & a PhD from the University of Athens with specialization in Science Education. She has taught in primary schools for many years, and she has extensive experience as a School Advisor in primary education. She has participated in the development of student books for science in primary education and software of Philosophy of Science. Finally, she has published a series of articles in international and Greek journals, conferences, and volumes.
Cheryl J. Craig
is a professor, chair of Technology and Teacher Education and an Endowed Chair at Texas A&M University (USA). Her empirical research is situated at the intersection where teaching/teacher education and curriculum meet. She is an American Educational Research Association (AERA) Fellow, a recipient of AERA’S Division B (Curriculum) Outstanding Lifetime Career Award and has been honoured With AERA’S Michael Huberman Award for Outstanding Contributions to Understanding the Lives of Teacher in addition to ISATT’S ST2AR Award for Significant and Exemplary Contributions through Research, Teaching and Professional Service in the International Field of Teaching and Teacher Education.
Stella Danou
is a special education teacher and academic instructor with expertise in differentiated instruction (DI). She earned her PhD in Curriculum and Instruction from Saint Louis University (SLU), USA. Stella has presented in several research symposiums; academic conferences and delivered several seminars for the Pedagogical Institute of Cyprus. While publishing research papers and articles, she is also writing a book on DI. She was awarded a 2nd place in GSA Research Symposium for her paper presentation in 2014 at SLU.
Marie-Christine Deyrich
(PhD) is a professor emerita of applied linguistics and teacher training at the University of Bordeaux (France). She has been involved in several European projects among which include: Language learning for active social inclusion.
Panagiota Diamanti
is a PhD student in Educational Studies in the Department of Primary Education at the University of Thessaly, Greece. She holds two Master’s Degrees specializing in the Organization and Administration of Education (University of Thessaly) and in Adapted Physical Education in Special Education (Democritus University of Thrace), which she get scholarship on both of them. She has specialized in teaching Greek as a second/foreign language and in Adult Education. She has collaborated as a researcher and in recent years has been working as a substitute teacher in Primary Education. She has participated in national and international conferences with oral presentations and published papers.
Heidi Flavian
is a senior lecturer, and a researcher in the Special Education department at Achva Academic College in Israel. She has also a senior lecturer in the International Team of the Feuerstein Institute since 2002 and was the LC of NW11 of ECER/EERA during 2016–2021. Recently, her books Mediation and Thinking Development in Schools (2019), and the one she edited From Pedagogy to Quality Assurance in Education (2020) were published. Her latest published studies involved with inclusion of people with special needs and teacher education in an era of dynamic changes in the world. She is also an Editor-in-Chief of the Journal of Quality Assurance in Education, after serving as a Guest Editor for the journal in 2018. Her main areas of research are new methods in teacher education, such as integrating SBL processes and other innovative methods, mediation for thinking development, inclusion of people with special needs, learners’ thinking processes, and teaching learners with special needs.
Joanna Frątczak-Müller
is a sociologist and lecturer at the Institute of Sociology of the University of Zielona Góra, Poland. She is also an expert at the Regional Center for Social Policy for programming and monitoring the development of the social economy in the Lubuskie Voivodeship. Her research interests concern the sociology of the family, work and social policy. Currently interested in the subject of the activities of the public sphere in Poland. She conducts research in the field of social development programming, including social inclusion and civic involvement in social change processes.
(she/elle) recently graduated with a bachelor’s degree from the University of Ottawa, where she studied Second Language Teaching and Psychology.
Robert Grant
is a PhD candidate in Education at the University of Ottawa. His research interests examine queer FSL teachers’ identity, as well as how they navigate heteronormative teaching and learning spaces. His doctoral research investigates the experiences of queer FSL teachers in and outside of the classroom.
Joshua N. W. Gray
is an English teacher and a teacher trainer at the University of Bordeaux, and a PhD student in English language studies focussing on autonomy and intercultural competence. He is a member of the Laboratoire Culture Education Sociétés (LACES EA 7437) and has contributed to many intercultural telecollaboration projects in both secondary and tertiary education. He has been an eTwinning ambassador since 2021.
Elisabeth Issaieva
is a lecturer in educational science and a member of CRREF (EA-4538) at the University of the French West Indies. Her work aims at contributing to a better understanding of the mechanisms involved in training, teaching and learning processes. It also seeks to determine the effects of training, teaching and assessment practices on the quality of learning in primary, specialized and (post-)secondary (general and vocational) education in different contexts.
Axelle James
is a secondary general teacher in the Academy of Guadeloupe and a lecturer in Preparatory schools. As a Master’s TPE (Training Practices and Engineering) – Training of Trainers and Analysis of Practices holder, she is interested in the themes present in the chapter as well as themes like analysis of practices and didactic contextualization.
Stavroula Kaldi
is a professor in Pedagogy and Instruction in the Department of Primary Education at the University of Thessaly, Greece. She is a PhD graduate from the Sussex University, UK. She instructs the following academic courses: (a) School Teaching Practice, Level IV, (b) Teaching Methodology: Structural Elements of Teaching and (c) Group work teaching and co-operative learning. She is co-author of a book about project-based learning: Theory and Practice.
is a doctoral candidate in the concentration Societies, Cultures, and Languages at the Faculty of Education of the University of Ottawa. His research focuses primarily on professional learning structures and initiatives for language teachers For his doctoral thesis, he is examining how FSL teacher candidates develop agency through communities of practice.
Ștefania Kifor
(PhD) is a lecturer at Lucian Blaga University of Sibiu, Romania having a degree in Physics and MA in Computer Science and Engineering. Previous professional experience: high school and middle school teacher. Current activity focusing on Computer Assisted Training, ICT, Didactics, teaching practice. She is author/co-author/editor for 5 volumes, 18 articles, involved in 10 projects on Student-centered learning, Problem-based learning, Digital pedagogy (trainer).
Magdalena Kohout-Diaz
is a professor of Education and Training at the University of Bordeaux (France) and Associate Professor at Charles University in Prague (Czech Republic). At the Laboratory Cultures, education, societies (LACES, UR 7437), her research focuses on philosophical, educational, and psychoanalytical approaches to inclusive education.
Mariusz Kwiatkowski
is Associate professor, University of Zielona Góra (Poland), Institute of Sociology, Laboratory of Social Cohesion. My guiding principle is to closely combine research and teaching activities with social and civic involvement. In all fields of my local and international activity, striving to realize human rights, social inclusion, and public life transparency is crucial to me. For this reason, I prefer the transformative paradigm and innovative research methods. My latest publication in Polish is “In Action”, while three latest English-language publications have “On the Move” in the title. I think it reflects my professional profile and personality well. Recently, I have focused on the problem of stigmatization of vulnerable groups (homeless, migrants, refugees, minorities) and strategies for overcoming it in a context of strong social divisions.
Pascal Legrain
is a professor emeritus at the University of Bordeaux (France) since 2023; he conducts his research on motor, social and motivational learning in peer-tutoring and cooperative learning configurations in the context of physical education and sport.
(she/elle) is an assistant professor at the Faculty of Education, Université de Sherbrooke. Her research draws on arts-based methodologies to explore teacher identity and professional learning in such areas as antiracist, equitable and inclusive education. She began working with the FSL Ministry project as a member of the Faculty of Education at the University of Ottawa and has been working on questions relating to the equitable solutions for FSL teacher retention since 2018.
Anna Mielczarek-Żejmo
is a doctor of humanities in the discipline of sociology. Assistant Professor at the Institute of Sociology at the University of Zielona Góra (Poland), member of the Laboratory of Social Cohesion. To her research interests belong: social diversity and cohesion, cross-border cooperation, and social and civic participation. Dr. Anna Mielczarek-Żejmo combines research activity with cooperation with the public and non-governmental sectors as part of the development of diagnoses and strategic documents using participatory methods.
Patricia-Gabriela Mociar
is an MA student in Business Management and Teachers’ Training Program at Lucian Blaga University of Sibiu, Romania; she has been continuously involved in volunteering programs for disatvantaged persons with the Maranatha Humanitarian Mission for elderly persons, with the Young Pedagogues Associatiation (2020–2021), and the Fairytale Asociation (2022–2023).
Fernando Naiditch
is an associate professor of Multilingual Multicultural Education at Montclair State University. His work focuses on preparing teachers to educate English learners, immigrant, and refugee students through culturally and linguistically responsive teaching practices.
Carrie Nepstad
is a professor in the Social and Applied Science Department and Coordinator of the Child Development Program at Harold Washington College, City Colleges of Chicago. She has served as Chair of the institutional assessment committee as well as coordinator of regional and specialized accreditation. Her work has focused on advancing equity through advocacy in early childhood teacher education at the local level as well as nationally through ACCESS, the associate degree Early Childhood Teacher Educators.
is a professor emerita at New York University – Steinhardt. She currently serves as adjunct Professor at the University of Pennsylvania – GSE. She has directed teacher education programs at Teachers College-Columbia, Manhattanville College, Hofstra University, NYU, and UPenn and has published widely on the design and implementation of teacher education programs.
Sophie Sanchez-Larréa
is a Phd student in the SP2 (Society, Politics, Public health) graduate school at the University of Bordeaux. Her research focuses on the motivational climate created by physical education teachers through language-based interventions and consequences on students’ motivation and agentic engagement. She works under the supervision of Pascal Legrain (Research Director).
Fiona Smythe
is an Education Researcher in the Laboratoire Cultures-Éducation-Sociétés at the Université de Bordeaux, France. She holds a Master in Applied Linguistics and a Master of International Relations from Victoria University of Wellington, and a PhD in Education from the Université de Bordeaux. She currently teaches English at university level and has previously taught at secondary schools in New Zealand, Thailand, and Japan. Her research interests are language diversity, inclusive and comparative education, and teacher training in multilingual contexts.
Martin Strouhal
is an associate professor of education at Charles University’s Faculty of Arts, where he researches and publishes on the relations between philosophy and pedagogy, the theory of education, and the crisis of normativity in schooling. Prior to his work in higher education, he spent fifteen years teaching philosophy in secondary schools.
Vassiliki Tzika
is a PhD candidate researcher in the Pedagogical Department of Primary Education at the University of Thessaly with fellowship by the Hellenic Foundation of Research and Innovation (HFRI) and a primary school teacher. Her research interests focus upon contemporary teaching methods and processes, cross-curricular skills, project-based learning, students’ voice, lifelong learning, students’ collaboration, differentiated instruction, teaching writing texts’ process and projects about cultivation and promotion of emotions, empathy, and diversity.
is an assistant professor in the Department of Primary Education at University of Crete. She holds a PhD in Educational Psychology from the University of Thessaly, while as part of an Excellence scholarship she conducted post-doctoral research in School Psychology and Counselling at the University of Western Macedonia. She has participated in an Experimental Study research program at the Kapodistrian University of Athens and in Mental Health research programs at the University of the Aegean. She has published her research in international and Greek journals and has made announcements at international and panhellenic psychology and educational conferences.
Efstathios Xafakos
is a graduate of the Ecclesiastical Academy and the Pedagogical Department of Primary Education of Thessaloniki. He holds a master’s degree, a doctorate in Educational Organization and Administration, and Educational Research Methodology (Pedagogical Department of Primary Education, University of Thessaly). He is also a post-doctoral researcher at the National and Kapodistrian University of Athens. He works as a primary school teacher in a Primary Education, while at the same time he teaches as a lecturer at the University of Western Macedonia (Greece).
Diane Yendol-Hoppey
is a professor in the College of Education at the University of North Florida. Her work has focused on facilitating teacher learning within urban contexts through the development of school-university partnerships committed to co-constructing excellence in teacher education, enhanced job-embedded professional learning, and teacher leadership.