Per Båvner
holds a PhD in Sociology and works as a policy expert at the Swedish Teachers’ Union (Sveriges Lärare). His work focuses on research-based development of the teaching profession, and on students in need of special educational support.
Eva Bjerkholt
is a professor at the University of South-Eastern Norway. Research leader of the Norwegian research project STEP: Partnership for Sustainable Transition from Teacher Education to Profession; The leader of the Norwegian network on Mentoring Newly Qualified Teachers, and the Nordic cross-sectoral network NTI: Nordic Teacher Induction.
Valentina Bodrug-Lungu
is a professor at Moldova State University and an internationally recognized gender expert with over 20 years of experience specializing in gender studies, gender-based violence and human security. She has actively contributed to public consultations and initiatives at national, regional and international levels, including engagements on Beijing+25, Sustainable Development, and the Women, Peace, and Security agenda. Dr. Bodrug-Lungu’s academic work has been published in the Republic of Moldova, Romania, the United States, Ukraine, and Russia.
Åse Bonde
is educated as a teacher and has worked as a teacher for many years. She is employed in the Danish Union of Teachers where her responsibilities focus on the continuous development of the teaching profession and newly qualified teachers.
Mattias Börjesson
is a senior lecturer of Educational Work at the Department of Pedagogical, Curricular and Professional Studies at the University of Gothenburg. His research is focused on curriculum, teacher education and the philosophy of social science
Tonje Harbek Brokke
is a senior advisor at USN and project coordinator for NTI. She has a Master in Pedagogy – Educational management, and focuses on induction and professional mentoring for newly qualified teachers in her activities and articles.
is a research associate at the University of Glasgow. His studies focus on professionalism and professional learning among teachers and teacher educators. He focuses on phenomena such as mentoring, learning communities, and leadership from a sociological perspective and examines their interrelations with practices and policies of education.
Thibault Coppe
is a professor at the ULB University (Université Libre de Bruxelles). At the time of writing chapter 6 he was an assistant professor of Educational Sciences at the University of Groningen (The Netherlands) in the GION Education/Research group. His research interests focus on the professional development of (beginning) teachers and comparative analyses of policies affecting second-career teachers. Through his research, he has developed a strong interest in reflecting on the use of methods in the social sciences (quantitative, qualitative and mixed) and in discussing the nexus between research and practice.
Mariana Crasovan
is an associate professor in the Department of Educational Sciences, within the Faculty of Sociology and Psychology at the West University of Timișoara. She holds a PhD in Educational Sciences, with her research primarily centered on teacher mentoring, particularly supporting early-career educators. Dr. Crasovan leads the EduMentorLab, a specialized program providing a one-year mentoring framework designed to support beginning teachers in Romania.
Johannes Dammerer
is a professor of educational sciences with a focus on educational sociology and the head of the Department of School Development at the University College of Teacher Education Lower Austria. He also leads a postgraduate master’s program on mentoring. His main areas of work and research are: Educational sciences with a focus on educational sociology, mentoring, career entry, Lifelong Learning and job satisfaction.
Silvia Dončevová
is an assistant professor at the Department of Pedagogy, Faculty of Arts, Comenius University in Bratislava, Slovakia. Her pedagogical and research interests include gender-inclusive approaches in pedagogy, philosophy and social pathology. She cooperates with the Slovak Chamber of Teachers, within the framework of this cooperation a research project Supporting the democratization of schools was
Maria Assunção Flores
works at the University of Minho, Portugal. She received her PhD in Education at the University of Nottingham, UK, in 2002. She is currently the director of the Research Centre on Child Studies at the University of Minho. She is member of the Council of the International Forum for Teacher Educator Development, and of the Board of the Teacher Education Policy in Europe. Her research interests focus on teacher education and professional development, teachers’ work and identity, induction, curriculum, assessment, leadership and higher education.
Lisbeth Lunde Frederiksen
Lisbeth Lunde Frederiksen was Head of Research at the Program for Guidance and mentorship at VIA University College in Aarhus, Denmark. Her particular research interests focused on the relationship between theory, the profession and practice in higher education, counselling and mentoring, educational leadership, continuing professional development and the development of professional identity.
Elisabeth Halse
Associated Professor in the research programme for Professional Didactics and Guidance and at BA Teacher Education at VIA University College in Aarhus, Denmark. Her research interest is newly qualified teachers, induction, mentoring, mentor education, professional identity and continuing professional development.
Jónina Hauksdóttir
is vice-chair of the Icelandic Teachers’ Union (Kennarasambands Íslands-KI).
Sissel Havre
is leader of the section for organistional development at at the Union of Education Norway (Utdanningsforbundet). She holds an Executive Master of Management from BI Norwegian Business School and is a qualified preschool teacher with extensive experience in mentoring student and newly qualified teachers. She has long experience in national and international education policy.
is a professor of Education in the Finnish Institute for Educational Research at the University of Jyväskylä, Finland. His research on induction and mentoring practices and professional development has been widely cited. His recent work has involved collaborative philosophical studies on wisdom – often from the perspective of ‘educational praxis’ – as well as ecosystems for learning. He is one of the conveners of Network 1 ‘Professional Learning and Development’ of the European Educational Research Association (EERA), and he is chairing the Ecologies of Teacher Induction and Mentoring in Europe (TIME) network.
Michelle Helms-Lorenz
is currently an associate professor of Educational Sciences and a member of the manager team of the Teacher Education department at the University of Groningen (The Netherlands). Her research interests focus on teaching skillfulness, the conceptualization of teaching quality, student perceptions of teaching quality, the motivation and wellbeing of beginning and pre-service teachers and the effectiveness of interventions to promote professional development and retention.
Manuela Keller-Schneider
is a professor of Educational Sciences with the focus on professionalization of teachers and teacher education at Zurich University of Teacher Education. Her main areas of work and research are professionalisation of student teachers by self-regulated learning and reflection, professional development of teachers, beginning teachers and student teachers, as well as cooperation among teachers, school development and classroom-climate.
Päivi Lyhykäinen
is a special advisor at The Trade Union of Education in Finland (OAJ). Within OAJ she is responsible for teacher education, immigrant education and basic education
Joanna Madalinska-Michalak
is a professor of Social Science in the Department of Teacher Education at the University of Warsaw, Poland, and an honorary professor at Aarhus University, Denmark. She is an executive editor of the University of Warsaw journal: Kwartalnik Pedagogiczny (Educational Research Quarterly). She is a former 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
Mihaela Mitescu-Manea
is a lecturer in Educational Sciences at the West University of Timișoara, Romania. Her research focuses on professional learning and development, teacher mentoring and induction and social justice leadership. Her current work emphasizes equity and inclusiveness in education, employing comparative approaches to analyze practices across diverse teacher education systems. Since 2023 Dr. Mitescu-Manea has served as the Link Convenor for the Professional Learning and Development Network within the European Educational Research Association.
Helle Plauborg
works as an associate professor at the Danish School of Education at Aarhus University, Denmark. She is the head of the research programme “Teachers and teaching: Teacher education, practice, professional development” and member of the research networks TEPE (Teacher Education Policy in Europe) and TIME (ecologies of Teacher Induction and Mentoring in Europe). She is currently leading a research project exploring why teachers stay in the profession.
Katrin Poom-Valickis
is a Professor of teacher education at Tallinn University. Her main research interest is focused on the teacher’s professional development, more precisely how to support future teachers’ learning and development during their studies and first years of work.
Rachel Shanks
is the University of Aberdeen Interdisciplinary Institute Director for Social Inclusion and Cultural Diversity. She is a senior lecturer in Education and conducts research on teacher induction, mentoring, children’s human rights education and the affordability, comfort and sustainability of school clothing. She has previously been a law lecturer, an adult educator, a trade union organizer and an employment rights adviser.
Marco Snoek
is a professor of Teacher Development and School Innovation at the Centre of Expertise in Education of the Amsterdam University of Applied Sciences. His works focuses on the teacher profession and covers topics like the continuum
Birna Svanbjörnsdóttir
is an associate professor at the University of Akureyri, Iceland. She completed a Ph.D. in Educational sciences from the University of Iceland 2015. Her main emphasises in research are teachers’ professional development and teaching quality, mentoring, teacher education and the development of professional learning communities.
Vasileios Symeonidis
has worked as a visiting professor at the University of Education Freiburg, and a postdoctoral researcher at the University of Graz and University of Innsbruck in Austria. He received his PhD as a Marie Skłodowska-Curie fellow in the European Doctorate in Teacher Education (EDiTE). His research interests include teacher education policy and practice, international and comparative education, and experiential dimensions of learning.
The Nordic Teacher Induction (NTI) Network
is a collaboration between teacher educators, researchers and representatives of teacher organizations in Denmark, Finland, Estonia, Iceland, Norway and Sweden. NTI members focus on teachers’ transition from professional education to professional practice, and carry out comparative and mapping studies of induction and mentoring practices for newly qualified teachers in the Nordic region.
Michelle Attard Tonna
coordinates school-based mentoring within the Faculty of Education, University of Malta. She trains teachers to become mentors and support student-teachers during their field-placement, and beginning teachers during their induction. Her research interests include teacher learning, teachers’ careers and the teaching profession.
Sally Windsor
is an associate professor who teaches in international Masters’ and teacher education programmes at the University of Gothenburg, Sweden. Sally’s research is in two main areas; teacher preparation, induction, mentoring and professional
Doris Wittek
is a professor of educational science with a focus on teacher education research and teacher professionalism at the Martin-Luther-University Halle-Wittenberg (Germany). Her main areas of work and research are: Teacher education research, heterogeneity in schools and lessons, professional behavior of teachers in relation to parents, career entry for teachers, Finnish education, methodology and methodology of the documentary method.