Profiles – Council Members

 

Kari Smith

 

Forum Manager - Professor

Norwegian University of Science and Technology, Norway

Kari Smith’s main research interests are mainly teacher education, professional development, mentoring novice teachers and assessment for and of learning. She has acted as the Head of Teacher Education programs abroad as well as at the University of Bergen in Norway. Currently she is the Head of the Norwegian National Research School in Teacher Education (NAFOL).

Kari is active in the European Association for Research in Learning and Instruction (EARLI), previously as the Coordinator for the Assessment and Evaluation SIG (1) and till August 2015 as the Coordinator for Teaching and Teacher Education SIG (11). She has published widely and has given invited talks in Australia, New Zealand, China, Dubai, Korea, Singapore, Africa, USA, South America, Europe, Israel, and in her own country, Norway.

 

Key Publications

Smith, K. (2011). The multi-faceted teacher educator – a Norwegian perspective. Journal of Education for Teaching, 37(3), 337–349.

Smith, K. (2015). Mentoring – a profession within a profession. In H. Tillema, G. van Westhuisen, & K. Smith (eds.) Mentoring for Learning – Climbing the mountain (pp. 283–298). Rotterdam: Sense publishers.

Smith, K. (2015). Assessment for learning-a pedagogical tool. In D. Wise, L. Hayward & J. Pandya (eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment, Chap. 46. London: Sage.

Smith, K. (2015). The Act of Diplomacy: Looking back at the position as the Head of teacher education. In R. Clift, J. Loughran, G. Mills. & C. Craig (eds.). Inside the Role of the Dean. International perspectives on leading in higher education (pp. 132–146). London-New York, Routledge-Taylor Francis Group.

 

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Ann Deketelaere

 

Teaching and Learning Support

University of Leuven, Belgium

Ann Deketelaere studied educational sciences at the University of Leuven in Belgium and has a wide experience as teacher educator, in-service trainer and educational researcher. Combining development and training with research her work has concentrated on practical training, reflection and professional learning. She obtained a PhD on supporting workplace learning through a portfolio. At this moment she combines a job as a lector at the faculty of educational sciences and as an educational staff member of the Faculty of Medicine, both University of Leuven.

 

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Geert Kelchtermans

 

Professor

University of Leuven, Belgium

Geert Kelchtermans studied philosophy and educational sciences at the University of Leuven in Belgium, where in 1993 he obtained his PhD with a narrative-biographical study of teachers’ professional development. At this moment he works as a full professor at that same university in the Education and Training Research Unit. He also held a part-time Visiting Professorship at the University of Oulu (Finland) from 2012-2016.

His teaching and research concentrates on teacher development, schools as organization (micropolitics; professional learning communities), educational innovation, vulnerability and emotions in teaching, and narrative-biographical theory/methodology.

 

Key Publications

Kelchtermans, G. (2009). Who I am in how I teach is the message. Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15, 257-272.

Kelchtermans, G. (2014). Narrative-biographical pedagogies in teacher education. In: L. Orland-Barak & C.J. Craig (Eds.), International Teacher Education: Promising Pedagogies Part A. (pp. 273-291). Bingley (U.K.): Emerald Group Publishing.

Kelchtermans, G. & Deketelaere, A. (2016). The emotional dimension in becoming a teacher. –In: J. Loughran & M.L. Hamilton (Eds.), International Handbook on Teacher Education. Vol. 2. (pp.429-461). Singapore: Springer.

Kelchtermans, G. & Vanassche, E. (2017). Micropolitics in the Education of Teachers: Power, Negotiation, and Professional Development. In: D. J. Clandinin & J. Hussu (Eds.), The Sage Handbook of Research on Teacher Education. (pp.441-456). Thousand Oaks: Sage.

 

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Ruben Vanderlinde

 

Professor

Ghent University, Belgium

Ruben Vanderlinde is a Tenure Track professor at the Department of Educational Studies at Ghent University in Belgium. His research interests are in the field of educational innovation, teacher training and professionalisation, and the integration of Information and Communication Technologies (ICT) in education. He publishes widely on these topics, both in ISI listed journals and more practitioner oriented journals. He teaches “Educational Innovation” and “Pedagogy of Teaching” at the bachelors and masters of Educational Sciences (Ghent University).

 

Key Publications

Tack, H. & Vanderlinde, R. (2016). Measuring teacher educators' researchly disposition: Item development and scale construcion (PDF)

Tacl, H. & Vanderlinde, R. (2014). Teacher educators' professional development: Toward a typology of teacher educators' researcherly disposition (PDF)

 

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Gerry Czerniawski

 

Professor

University of East London, England

Gerry Czerniawski is Professor of Education and Research Degrees Leader at the Cass School of Education and Communities, University of East London. A National Teaching Fellow of the Higher Education Academy, Gerry serves on the British Education Research Association (BERA) Council and is Chair of the British Curriculum Forum.

 

Key Publications

Czerniawski G. 2018. Teacher educators in the twenty-first century: identity, knowledge and research. London: Critical Publishing.

Czerniawski, G., Gray, D., MacPhail, A., Bain, Y., Conroy, P., & Guberman, A. (2018). The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching, 44(2).

Czerniawski G., MacPhail A., Guberman A. (2017). The professional development needs of higher education-based teacher educators: an international comparative needs analysis. In: the European Journal of Teacher Education. 2017, Vol.40(1), p.127-140

Czerniawski G. (2016). A race to the bottom: Prison Education in England and Wales. In: the Journal of Education Policy. 31 (2): 198-213.

Czerniawski G., Kidd W., Murray J. (Forthcoming). We are all teacher educators now: understanding school-based teacher educators in times of change in England. In: Swennen A., Kosnik C. and Murray J (Eds). International research, policy and practice in teacher education: insider perspectives. London: Springer.

Murray J., Czerniawski G., Barber P. (Forthcoming). Who is teaching me and what do they know? Student teachers' perceptions of their teacher educators. In. Swennen A., Kosnick C and Murray J (Eds). International research, policy and practice in teacher education: insider perspectives. London Springer

Czerniawski G., Ulvik M. (2014). Changing context, changing landscapes - a review of teacher education in Norway and England. In: Rabensteiner P. & Rabensteiner G. Internationalisation in Teacher Education. Balmannsweiler: Schnieder Verlag Hohengehren.

Czerniawski G (2013) Professional development for professional learners: teachers’ experiences in Norway, Germany and England. Journal of Education for Teaching 39:4.

 

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Warren Kidd

 

Senior Lecturer

University of East London, England

Warren Kidd is a Teaching Fellow of the University of East London. For the Cass School of Education and Communities I am Programme Leader for Secondary Humanities ITE and for the P G Cert Learning and Teaching in Higher Education. Also at UEL, for the Centre of Excellence in Learning and Teaching (CELT), I am the Manager and Chair of our Professional Standards Framework (PSF). I am also a Principal Fellow of the HEA (PFHEA).

 

Key Publications

Kidd, W. (2013) ‘Investigating the lives of new teachers through ethnographic blogs’, Ethnography and Education, 8 (2), pp 210-223

Kidd, W. (2013) ‘Framing pre-service teachers’ professional learning using Web2.0 tools: positioning pre-service teachers as agents of cultural and technological change’. Professional Development in Education, 39 (2), pp 260-272

Kidd, W. (2012) ‘Relational agency and pre-service trainee teachers: Using student voice to frame teacher education pedagogy’. Management in Education, 26 (3) pp 120-129

Kidd, W. (2012) ‘Utilising podcasts for learning and teaching: a review and ways forward for e-Learning cultures’, Management in Education, 26 (2) pp 52-57

 

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Jean Murray

 

Professor

University of East London, England

Jean Murray works at the Cass School at the University of East London. Her research focuses on the sociological analysis of teacher education policies and practices with particular interests in teacher educators’ identities and professional learning. She has produced more than 150 publications, which have led to many national and international research projects and invitations to give keynotes.

 

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Paul Conway

 

Professor

University of Limerick, Ireland

Graduate of St. Patrick's College (BEd), Drumcondra, Boston College (MEd) and Michigan State University (PhD). Have worked at: University of Michigan-Flint, Cleveland State University, University College Cork prior to UL. Research interests: learning and development, teacher education, educational policy (in two areas: e-learning; teacher education), psychology and pedagogy of literacy & mathematics, and cognitive and socio-cultural perspectives on learning. Research has been funded by a range of bodies - both national and international.

 

Key Publications

O'Sullivan, D. & Conway, P. F. (2016) 'Underwhelmed and playing it safe: newly qualified primary teachers’ mentoring and probationary-related experiences during induction'. Irish Educational Studiesirish Educational Studies

Bradley, J., Conway, P. F. (2016) 'A dual step transfer model: Sport and non-sport extracurricular activities and the enhancement of academic achievement'. British Educational Research Journal

O'Toole, C., Lee, A., Gibbon, F., van Bysterveldt, A., Conway, P., Hart, N. (2016) 'Parent-mediated interventions to promote communication and language development in children with Down syndrome aged between birth and six years'. Cochrane database of systematic reviews (Online), 2

 

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Ann MacPhail

 

Head of Department

University of Limerick, Ireland

Ann MacPhail is currently Head of the Department of Physical Education and Sport Sciences at the University of Limerick, Ireland. Ann's main teaching and research interests revolve around (physical education) teacher education, young people in sport, curriculum development, teaching, learning and assessment issues, methodological issues in working with young people and ethnography. Ann is Co-Director of the Physical Education, Physical Activity and Youth Sport Research Centre (PE-PAYS Ireland). Ann is Associate Editor for the journal Physical Education and Sport Pedagogy and a member of the Editorial Board for the Journal of Teaching in Physical Education.

 

Key Publications

McEvoy, E., MacPhail, A. & Heikinaro-Johansson, P. (2015) Physical Education Teacher Educators: A 25-Year Scoping Review of Literature, Teaching and Teacher Education, 51,162-181.

MacPhail, A., Patton, K., Parker, M. & Tannehill, D. (2014) Leading by Example: Teacher Educators' Professional Learning through Communities of Practice, Quest, 66(1), 39-56.

MacPhail, A., Tannehill, D. & Goc Karp, G. (2013) Preparing pre-service teachers to design instructionally aligned lessons, Teaching and Teacher Education, 100-112.

MacPhail, A. (2014) Becoming a teacher educator: legitimate participation and the reflexivity of being situated, in T. Fletcher & A. Ovens (eds) Self-study in physical education: The interplay between scholarship and practice, 47-62. London: Springer.

 

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Mary O'Sullivan

 

Professor

University of Limerick, Ireland

Mary O’Sullivan works at the University of Limerick in Ireland. Her main research interests are teachers, teacher education and professional development, with a specific interest in physical education curriculum and sport pedagogy.

Mary worked at Ohio State University for twenty years before returning home to Ireland. She was the Inaugural Dean of the Faculty of Education and Health Sciences at the University of Limerick (UL). Currently she is Profession of Physical Education and Youth Sport in the Department of Physical Education and Sport Sciences at UL.

Mary is Secretary General for the International Association for Physical Education in Higher Education (AIESEP) and was founder of the PE-PAYS Ireland Research Centre (an all-island multidisciplinary research network focussed on physical activity, physical education and sport).

 

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Michal Golan

 

Head of The MOFET Institute

MOFET Institute, Israel

Head of MOFET Institute; was formerly the founder and dean of the Faculty of Education in Oranim Academic College of Education. She taught pre-school education in Oranim Academic College of Education for many years, and other research interests of hers include the facilitation of effective transition in the professional development of teachers and teacher educators.

Dr. Golan received her B.Ed. from Haifa University and Oranim Academic College of Education, her Master's degree from the Hebrew University, Jerusalem, and her Ed.D. in Education Management from Bath University, England.

 

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Ainat Guberman

 

Deputy Head of the Research Authority

MOFET Institute, Israel

Dr. Ainat Guberman is Deputy Head of the Research Authority at The MOFET Institute. She is currently serving as a lecturer at David Yellin Academic College of Education, as well as in the Department of Education at the Hebrew University. Her main field of interest and research is cognitive development in early childhood. Her book: "Graphic texts: literacy enhancing tools in early childhood", written in collaboration with Eva Teubal, was published in 2014 by Sense and in Spanish by Paidos, and is currently being translated into Chinese.

Dr. Guberman received her B.A., M.A. and PhD (all cum laude) from the Department of Psychology at the Hebrew University, Jerusalem, Israel.

 

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Miriam Mevorach

 

Professor

MOFET Institute, Israel

Professor Miriam Mevorach is currently the Co-Head of Learning Chanel and the School of professional Development, she is also a Head of program: Research and Evaluation at Mofet Institute for research and development for teacher educators. She was a former President of Levinsky College of Education in Israel. Her Ph.D. in teachers' cognition is from the Tel Aviv University, School of Education and she had a post-doctoral study in Yale University, Psychology department. She previously served as the Head of M.Ed. program: Early Childhood Education at Levinsky College of Education and as a Director of Academic Studies, and before that as the Head of the Early Childhood Department at the college. Her current research focuses on mental models of learning and tutoring, early childhood leadership and teacher education.

 

Key Publications

Mevorach, M. & Miron, M. (2015). From an Intuitive Practitioner to a Professional Novice Leader. Journal of Educational Issues, 1, 1, 85-96. ISSN 2377-2263 2015, doi:10.5296/jei.v1i1.7497

Mevorach, M. & Strauss, S. (2012). Teacher educators’ in-action mental models in different teaching situations. Teachers and Teaching: theory and practice. l. 18, 25–41.

Mevorach, M. & Miron, M. (2011). The Master programs in Israeli colleges of education: A new learning opportunity. Journal of Early Childhood Teacher Education. 32, 3, 287-296.

Mevorach, M. & Ezer, H. (2010). The importance of change: Changes at a teacher education college in Israel - Declared and perceived stories. International Journal of Education Policy and Leadership, 5, 1, 1-14.

 

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Marit Ulvik

 

Professor

University of Bergen, Norway

Marit Ulvik is a Professor at the Department for Education at the University of Bergen in Norway. Her main research interests are professional development and “Bildung”, including research on teacher educators, teacher education, newly qualified teachers, mentoring, action research and teaching. She has published in national and international journals and books.

 

Key Publications

Ulvik, M, & Riese, H. (2015). Action research in pre-service teacher education – a never ending story promoting professional development. Professional Development in Education, DOI: 10.1080/19415257.2014.1003089.

Ulvik, M. (2014). Student-teachers doing action research in their practicum: why and how? Educational Action Research, 22(4), 518-533.

Ulvik, M., & Sunde, E. (2013). The impact of mentor education: does mentor education matter?, Professional Development in Education, 39(5), 754-770.

Ulvik, M., & Langørgen, K. (2012). What is there to learn from a new teacher? Newly qualified teachers as a resource in schools. Teachers and Teaching: Theory and Practice, 18(1), 43-57.

 

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Yvonne Bain

 

Lecturer

University of Dundee, Scotland

Yvonne Bain is currently a Lecturer in Education at the School of Education and Social Work, University of Dundee. She teaches on initial teacher education and postgraduate professional learning programmes for teachers. Her PhD explored higher education learners’ experiences of learning through online discussion. Her research interests are in the professional development of educators and online learning.

 

Key Publications

Czerniawski, G., Gray, D., MacPhail, A., Bain, Y., Conroy, P., & Guberman, A. (2018). The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching, 44(2).

Bain, Y., Bruce, J., Weir, D. (2017) Changing the landscape of school/university partnership in Northern Scotland. Professional Development in Education, 43 (4), pp. 537-555. DOI: 10.1080/19415257.2016.1231132

Gray, D. S., Bain, Y. & Weir, D. (in press 2017) Scotland: its schools and teachers. In International Handbook on Teacher Education World Wide. Wolhuter, C. (ed.). 2 ed.

 

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Donald Gray

 

Reader

University of Aberdeen, Scotland

Donald Gray is currently Reader in the School of Education at the University of Aberdeen. He was Research Director for the Scottish Teachers for a New Era initiative and is currently Director of Research and Interdisciplinarity in the School of Education. He started his career as a biology teacher and has a background in science education, curriculum development and educational research as well as general research related to teacher education. He is particularly interested in science, society and sustainability issues and how these are addressed in educational contexts. Donald is a member of the British Educational Research Association, the European Science Education Research Association and the Philosophy of Education Society of Great Britain.

 

Key Publications

Aderibigbe, SA., Colucci-Gray, L. & Gray, DS. (2016). Conceptions and expectations of mentoring relationships in a teacher education reform context. Mentoring and Tutoring: Partnership in Learning

Gray, D. & Weir, D. (2014). Retaining public and political trust: teacher education in Scotland. Journal of Education for Teaching, vol 40, no. 5, pp. 569-587.

Gray, DS. & Colucci-Gray, L. (2014). Globalisation and the Anthropocene: The Reconfiguration of Science Education for a Sustainable Future. Sisyphus - Journal of Education, vol 2, no. 3, pp. 14-31.

Colucci-Gray, L., Das, S., Gray, DS., Robson, D. & Spratt, JC. (2013). Evidence-based practice and teacher action-research: a reflection on the nature and direction of 'change'. British Educational Research Journal, vol 39, no. 1, pp. 126-147.

 

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Jurriën Dengerink

 

Education Developer

Vrije Universiteit Amsterdam, The Netherlands

Jurriën Dengerink is staff-member of educational development in the Department of Teacher Education of the Vrije Universiteit Amsterdam. He has been the co-leader of several national projects in which a professional standard, certification procedure and a web-based knowledge base to support the professional development of teacher educators in the Netherlands have been developed. He is the (co-)author of several articles and a review study about the profession of teacher educators. Currently he coordinates several courses for teacher educators. He is secretary of the National Council of the directors of teacher education departments in research universities (ICL) in the Netherlands.

 

Key Publications

Dengerink, J., Lunenberg, M. & Korthagen, F. (2015). The professional teacher educator: six roles. Beiträge zur Lehrerinnen- und Lehrerbildung 33(3), 334-344.

Dengerink, J., Kools, Q. & Lunenberg, M. (2015). What and how teacher educators prefer to learn. Journal of Education for Teaching 41(1), 78-96.

Lunenberg, M., Dengerink, J. & Korthagen, F. (eds.) (2014). The Professional Teacher Educator. Roles, Behaviour and Professional Development of Teacher Educators. Rotterdam/Boston/Taipei: Sense Publishers.

Koster, B., Dengerink, J., Korthagen, F. & Lunenberg, M. (2008). Teacher educators working on their own professional development; goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching: theory and practice, 14(5-6) 567-587

 

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Mieke Lunenberg

 

Professor

VU University Amsterdam, The Netherlands

Mieke Lunenberg has had a leading role in several projects for supporting the professional development of teacher educators (for example the Dutch knowledge base and the Dutch programme for teacher educators). She has given numerous workshops and lectures about this projects in The Netherlands as well as in Belgium, Norway, Australia, South-Africa and the USA.

Mieke wrote a considerable number of publications on the professional development of teacher educators, including the book ‘The Professional Teacher Educator’ that offers an international overview of research on teacher educators (Sense Publishers; together with Jurrien Dengerink and Fred Korthagen). She also supports colleagues who study their own practices.

Mieke is a member of the American Educational Research Association/SIG S-STEP, the Netherlands Educational Research Association/division Teachers and Teacher Education, the Dutch Association of Teacher Educators (VELON), and the Netherlands Interuniversity Centre for Educational Sciences.

 

Key Publications

Lunenberg, M. (2015). Teacher Educator's Identity. British Educational Research Association.

Berry, B., Geursen, J., & Lunenberg, M. (2015). A dialogue on supporting self-study research in the context of Dutch teacher education. In Samaras, A., & Pithouse-Morgan, K. (Eds.), Polyvocal Professional Learning through Self-Study Research, pp. 39-56. Rotterdam, Boston, Tapei: Sense Publishers.

Boei, F., Dengerink, J., Geursen, J., Kools, Q., Koster, B., Lunenberg, M., & Willemse, M. (2015). Supporting the professional development of teacher educators in a productive way. Journal of Education for Teaching, 41 (4), 351-368. DOI:10.1080/02607476.2015.1080403.

Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The Professional Teacher Educator. Roles, Behaviour, and Professional Development of Teacher Educators. Rotterdam/Boston/Taipei: Sense Publishers.

 

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Paulien Meijer

 

Professor

Radboud University Nijmegen, The Netherlands

Paulien Meijer is a professor of Teacher learning and development at the Radboud Teachers Academy. Before this position, she was appointed at the University as associate professor, teacher of civics in secondary education in Zoetermeer, assistant professor at the University of Utrecht and at the Dutch Open University.

 

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Helma Oolbekkink-Marchand

 

Assistant Professor

Radboud University Nijmegen, The Netherlands

Helma Oolbekkink-Marchand is an assistant professor at Radboud Teachers Academy and a Lecturer at Han University of Applied Sciences. She is responsible for courses such as “lesson design and practitioner research” in teacher education. Also, she has experience with (developing) school-university partnerships. She is a board member of the Dutch Teacher Educator’s Association.

Her research interests relate to teachers and teacher educators professional development through (practitioner). Also, she is interested in (the development of) teachers’ professional identity and agency in early career teachers and experienced teachers in the school. She has published her research both in international peer-reviewed journals and in practitioner oriented journals.

 

Key publications

Oolbekkink-Marchand, H. W., Hadar, L. L., Smith, K., Helleve, I., & Ulvik, M. (2017). Teachers' perceived professional space and their agency. Teaching and Teacher Education, 62, 37-46.

Luttenberg, J., Meijer, P., & Oolbekkink-Marchand, H. (2017). Understanding the complexity of teacher reflection in action research. Educational Action Research, 25(1), 88-102.

Meijer, P. C., Oolbekkink, H. W., Pillen, M., & Aardema, A. (2014). Pedagogies of developing teacher identity. In International teacher education: Promising pedagogies (Part A) (pp. 293-309). Emerald Group Publishing Limited.

Oolbekkink-Marchand, H. W., van der Steen, J., & Nijveldt, M. (2014). A study of the quality of practitioner research in secondary education: Impact on teacher and school development. Educational Action Research, 22(1), 122-139.

 

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Amanda Berry

 

Professor

RMIT University, Australia

Amanda (Mandi) Berry is a professor in Education at RMIT University, Australia. Mandi's research focuses on two interconnected themes: the professional knowledge of science teachers (in particular, pedagogical content knowledge) and how that knowledge develops through different experiences and career phases, and the work and learning of teacher educators. Mandi has published extensively in these areas, including studies of her own practice as a high school science teacher and university teacher educator.

 

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Frances Rust

 

Senior Fellow & Director of Teacher Education

University of Pennsylvania, USA

Frances O’Connell Rust is a Senior Fellow and Director of Teacher Education at the University of Pennsylvania Graduate School of Eduation. She is Professor Emeritus at New York University’s Steinhardt School of Education. Since 1985, she has directed undergraduate and graduate-level teacher education programs at Teachers College of Columbia University, Manhattanville College, Hofstra University, and NYU.

Frances' research appears in a variety of publications including: Teachers College Record, Teacher Education Quarterly, Teachers and Teaching-theory and practice, Teaching and Teacher Education, Journal of Early Childhood Teacher Education. Rust serves on the AERA Summit on Teacher Education. She is an executive editor of Teachers and Teaching-theory and practice, and of Voices of Practitioners, the online teacher research journal of NAEYC. She is a founding member of the International Forum on Teacher Educator Development (InFo-TED). She has given invited addresses in Europe, Israel, China, Canada, and throughout the United States and regularly consults with universities and NGOs on the design and implementation of teacher education programs.

 

Overview of all Council Members