Forum Manager - Professor
Ghent University, Belgium
Ruben Vanderlinde is a professor at the Department of Educational Studies at Ghent University in Belgium, and the coordinator of the research group ‘Teacher Education & Professional Development’, and currently responsible for the Teacher Education programme of Ghent University. 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).
Kelchtermans, G., Smith, K., & Vanderlinde, R. (2017). Towards an ‘international forum for teacher educator development’: An agenda for research and action. European Journal of Teacher Education, 41(1), 120-134.
Tack, H. & Vanderlinde, R. (2016). Measuring teacher educators’ researcherly disposition: Item development and scale construction. Vocations & Learning, 9(1), 43-62.
Tack, H., & Vanderlinde, R. (2014). Teacher educators’ professional development: Towards a typology of teacher educators’ researcherly disposition. British Journal of Educational Studies, 62(3), 297-315.
Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2016). Evaluating teachers' professional development initiatives: Towards an extended evaluative framework. Research Papers in Education, 33, 143-168.
Vrije Universiteit Amsterdam
Hanna Westbroek works as an assistant professor at the teacher education institute of the Vrije Universiteit Amsterdam. She teaches courses in chemistry education and action research. She is specifically interested in implications of an ecological perspective on teaching: how work-contexts and the way we make decisions in such contexts shape teaching practice and influence teacher learning. With respect to chemistry and biology education, she co-supervises PhD and post-doctoral projects around enhancing chemical and biological thinking in the classroom.
Westbroek, H.B., Janssen, F. J. J. M., Mathijsen, I & Doyle, W. (2020). Teachers as researchers and the issue of practicality. European Journal of Teacher Education. doi:10.1080/02619768.2020.1803268.
Westbroek, H.B., van Rens, L., van den Berg, E. & Janssen, F. J. J. M. (2020). A practical approach to assessment for learning and differentiated instruction. International Journal of Science Education. doi:10.1080/09500693.2020.1744044
Janssen, F. J. J. M., Grossman, P., & Westbroek, H. B. (2015). Facilitating decomposition and recomposition in practice based teacher education. The power of modularity. Teaching and Teacher Education, 51, 137–146. doi:10.1016/j.tate.2015.06.009
Janssen, F. J. J. M., Westbroek, H. B., & Doyle, W. (2015). Practicality studies: How to move from what works in principle to what works in practice. Journal of the Learning Sciences, 24, 176–186. doi:10.1080/10508406.2014.954751
University of Leuven, Belgium
Eline Vanassche (PhD in Education) is a tenure track professor at the Faculty of Psychology and Educational Sciences at KU Leuven. She is a former Marie Skłodowska-Curie fellow at the University of East London and assistant professor at Maastricht University. Her research interest includes teacher educators' professionalism and its development throughout their careers. She has a particular interest in the interaction between teacher educators and the socio-structural contexts of their work. Her more recent work turns to positioning theory and frame analysis to understand what a teacher educator 'may do and not do' in the complex relationships with trainees and school-based mentors.
Vanassche, E., Kidd, W., & Murray, J. (2019). Articulating, reclaiming and celebrating the professionalism of teacher educators in England. European Journal of Teacher Education, 42(4), 478-491. doi: 10.1080/02619768.2019.1628211
Vanassche, E., & Berry, A. (2019). Teacher Educator Knowledge, Practice, and S-STTEP Research. In: J. Kitchen, A. Berry, B. Shawn Michel, A.R. Crowe, M. Taylor, H. Guðjónsdóttir, L. Thomas (Eds.), 2nd International Handbook of Self-Study of Teaching and Teacher Education (pp. 1-38). Singapore: Springer.
Vanassche, E., & Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic literature review. Journal of Curriculum Studies, 47(4), 508-528.
Vanassche, E., & Kelchtermans, G. (2014). Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117-127.
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.
Czerniawski G., Kidd W., Murray J. 2019. 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.
Czerniawski G., Gray D., MacPhail A., Bain Y., Conway 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): 133-149.
Czerniawski G. 2018. Teacher educators in the twenty-first century: identity, knowledge and research. London: Critical Publishing.
Czerniawski G., MacPhail A., Guberman A. 2017. The professional development needs of higher education-based teacher educators: an international comparative needs analysis. European Journal of Teacher Education, 40(1): 127-140
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.
Maria A. Flores
University of Minho, Braga, Portugal
Maria Assunção Flores works at the University of Minho, Portugal. She received her Ph.D. 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 editor of the European Journal of Teacher Education.
Russell, T. & Flores, M. A. (2021). Developing as teacher educators, in A. Swennen & E. White (Eds). Being a Teacher Educator. Research-Informed Methods for Improving Practice. London: Routledge, pp. 43-55
Flores, M. A. (2020). Feeling like a Student but Thinking like a Teacher: A Study of the Development of Professional Identity in Initial Teacher Education, Journal of Education for Teaching, 46(2), pp. 145-158
Smith, K. & Flores, M. A. (2019). The Janus faced teacher educator, European Journal of Teacher Education, 42(4), pp. 433-446
Flores, M. A. (2018). Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice, Journal of Education for Teaching, 44(5), 621-636
University of Helsinki, Finland
Katriina Maaranen, PhD, is an Adjunct Professor of Education and a university lecturer of didactics at the Faculty of Educational Sciences at the University of Helsinki. She holds qualifications for primary school teaching and English language teaching in Finland. Her research focuses are teacher education, reflection, personal practical theories, professional development and teachers’ professional work. She is involved in several international research projects and has published over 30 refereed articles and book chapters.
Byman, R., Jyrhämä, R., Stenberg, K., Sintonen, S., Maaranen, K. & Kynäslahti, H. (2020). Finnish teacher educators’ preferences for their professional development – Quantitative exploration. European Journal of Teacher Education. doi:10.1080/02619768.2020.1793952
Maaranen, K., Kynäslahti, H., Byman, R., Jyrhämä, R., & Sintonen, S. (2019). Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values. European Journal of Teacher Education, 42, 2, 211-227. doi:10.1080/02619768.2019.1566317
Maaranen, K., Kynäslahti, H., Byman, R., Sintonen, S., & Jyrhämä, R. (2018). “Do you mean besides researching and studying?” Finnish teacher educators’ views on their professional development. Professional Development in Education. doi:10.1080/19415257.2018.1555184
Maaranen, K. & Stenberg, K. (2020). Making Beliefs Explicit – Student Teachers’ Identity Development through Personal Practical Theories.Journal of Education for Teaching. doi:10.1080/02607476.2020.1749994.
University of Graz, Austria
Vasileios Symeonidis is a postdoctoral researcher at the Institute of Education Research and Teacher Education at the University of Graz. He holds a PhD in teacher education from both the University of Innsbruck and Eötvös Loránd University, awarded in the framework of the European Doctorate in Teacher Education (EDiTE). His research interests are in the fields of teacher education policy and practice, doctoral networks in teacher education, international and comparative education.
Symeonidis, V. (2021). Europeanisation in teacher education. A comparative case study of teacher education policies and practices. New York & London: Routledge.
Symeonidis, V. (2019). Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning. European Journal of Education, 54, 3, 400–412.
Symeonidis, V. (2018). The struggle to reform teacher education in Austria. Hungarian Educational Research Journal, 8, 3, 73-88.
Symeonidis, V. (2018). Revisiting the European Teacher Education Area: The Transformation of Teacher Education Policies and Practices in Europe. Center for Educational Policy Studies Journal, 8, 3, 13-34.
University of Limerick, Ireland
Antonio Calderón is a Senior Lecturer in the Department of Physical Education and Sport Sciences at the University of Limerick and Course Director of the Professional Masters of Education (Physical Education). His current research focus aims to explore digital technologies to ensure powerful and meaningful learning experiences in teacher education. He is the 2017 winner of the Jennifer Burke Award for Innovation in Teaching and Learning. The awarded innovation was focused on preparing pre-service teachers for the inclusive classroom in a digital era. He also has an active collaboration with the National Council for Curriculum and Assessment in Ireland supporting teachers to develop an effective integration of digital technology in teaching and learning.
Calderón, A., Scanlon, D., MacPhail, A., & Moody, B. (2020). An integrated blended learning approach for physical education teacher education programmes: Teacher educators’ and pre-service teachers’ experiences. Physical Education and Sport Pedagogy. doi:10.1080/17408989.2020.1823961
Calderón, A. Meroño, L., & MacPhail, A. (2020). A student-centred digital technology approach: The relationship between learning climate and academic achievement of physical education pre-service teachers. European Physical Education Review. doi:10.1177/1356336X19850852
Scanlon, D., Calderón, A., & MacPhail, A. (2020). Teacher agency in enacting physical education in a period of curriculum change. The Curriculum Journal. doi:10.1002/curj.80
O’Sullivan, M., Calderón, A., & Moody, B. (2019). Can I teach what I want? Teacher autonomy in enacting a physical education curriculum. In S. Chapel (Ed.), Debates in Physical Education (2nd ed.), London & New York: Routledge.
University of Limerick, Ireland
Ann MacPhail is currently Assistant Dean Research of the Faculty of Education and Health 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.
Guberman, A., Ulvik, M., MacPhail, A. & Oolbekkink-Marchand, H. (2020). Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands. European Journal of Teacher Educationdoi:10.1080/02619768.2020.1793948
MacPhail, A.,& O’Sullivan, M. (2019). Challenges for Irish Teacher Educators in Being Active Users and Producers of Research. European Journal of Teacher Education, 42(4), 492-506. doi.org/10.1080/02619768.2019.1641486
MacPhail, A., Ulvik, M., Guberman, A., Oolbekkink-Marchand, H.W., Czerniawski, G., & Bain, Y. (2018). The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education. doi.org/10.1080/19415257.2018.1529610
Czerniawski, G., Gray, D., MacPhail, A., Bain, Y., Conway, 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, 133-148. doi:10.1080/02607476.2017.1422590
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
Guberman, A., Ulvik, M., MacPhail, A., & Oolbekkink-Marchand, H. (2020). Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands. European Journal of Teacher Education.
Guberman, A. & Mcdossi, O. (2020). Israeli Teacher Educators' Perceptions of their Professional Development Paths in Teaching, Research and Institutional Leadership. European Journal of Teacher Education, 42(4), 507-522.
Avidov-Unger. O., Guberman, A., Dahan, O., & Serlin, R. (2019). Professional communities of teacher educators: The characteristics that promote their success. International Journal of Leadership in Education.
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), 133-148
Norwegian University of Science and Technology, Norway
Kari Smith is Professor of Education and Head of the National Research School in Teacher Education at the Norwegian University of Science and Technology. Her research interests are assessment, teacher education and professional learning, and she has published widely within these areas. She was the coordinator of InFo-TED from the start (2013) till 2019.
Smith, K. (2020). Expansive Learning for Teacher Educators -The Story of the Norwegian National Research School in Teacher Education (NAFOL). Front. Educ. 5:43. http://dx.doi.org 10.3389/feduc.2020.00043
Smith, K. & Flores, M.A. (2019). The Janus faced teacher educator. European Journal of Teacher Education, http://dx.doi.org/10.1080/02619768.2019.1646242
Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. (2019). Educating Teacher Educators: International Perspectives. The New Educator, http://dx.doi.org/10.1080/1547688X.2019.1670309
Smith, K. (2017). Learning from the past to shape the future. European Journal of Teacher Education. http://dx.doi.org/10.1080/02619768.2017.1385058
University of Bergen, Norway
Marit Ulvik is Professor at the Department of Education at the University of Bergen, Norway and leader of the research group Teacher Professionalism and Education. Her main research interest is professional development, including research on teacher educators, teacher education, newly qualified teachers, mentoring, action research and teaching.
Ulvik, M., Eide, H. M. K., Eide, L., Helleve, I., Jensen, V. S., Ludvigsen, K., Roness D., & Torjussen, L. P. S. (2020). Teacher educators reflecting on case-based teaching – a collective self-study. Professional Development in Education, DOI: 10.1080/19415257.2020.1712615
Macphail, A., Ulvik, M., Guberman, A., Oolbekkink, H., Czerniawski, G., & Bain, Y. (2019). The Professional Development of Higher Education-Based Teacher Educators: Needs and Realities. Professional Development in Education. 4(5), 848-861. DOI: 10.1080/19415257.2018.1529610
Ulvik, M., & Smith, K. (2019). Preparing for professionalism in teaching – a Norwegian perspective. In J. Murray, A. Swennen, & C. Kosnik (Eds.), International research, policy and practice in teacher education: insider perspective. London: Springer.
Helleve, I. & Ulvik, M. (2019). Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education. European Journal of Teacher Education, DOI: 10.1080/02619768.2019.1570495
Professor (Personal Chair)
University of Aberdeen, Scotland
Yvonne is a Professor in the School of Education at the University of Aberdeen, Scotland. Her professional responsibilities include the strategic development of new initiatives and overseeing the post-graduate taught programmes and professional learning developments for educators. Her initial teaching career started in secondary schools. Now, she has taught many years in Higher Education supporting initial teacher education and the on-going professional learning of teachers and lecturers. Her scholarly and research interests are in the professional development of educators and online learning.
Alebeikan, R, Bain, Y., & Cornelius, S. (2020). Experiences of distance doctoral supervision in cross-cultural teams. Teaching in Higher Education.doi:10.1080/13562517.2020.1767057
Gray, D, Bain, Y & Weir, D. (2019). Scotland: It's schools and teachers. In: K. G. Karras & C. C. Wolhuter (eds.), International Handbook of Teacher Education Worldwide: Revised and Augmented Edition. vol. 3, (pp. 565-587), H.M. Studies and Publishing.
Bain, Y, Brosnan, K & McGuigan, A. (2019). Transforming practice, transforming practitioners: reflections on the TQFE in Scotland. Research in Post-Compulsory Education , 24(1), 83-101.doi:10.1080/13596748.2018.1526907
MacPhail, A, Ulvik, M, Guberman, A, Czerniawski, G, Oolbekkink-Marchand, H.W., & Bain, Y. (2019). The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education, 45(5), 848-861. doi:10.1080/19415257.2018.1529610
University of Aberdeen, Scotland
Donald Gray is currently a Professor in the School of Education at the University of Aberdeen. He has previously been Research Director for the Scottish Teachers for a New Era initiative, Director of Postgraduate Research Degrees and 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.
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.
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.
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.
Radboud University Nijmegen, The Netherlands
Paulien Meijer is a full professor of Teacher Learning and Development, and currently the scientific director of the Radboud Teachers Academy of Radboud University in Nijmegen, the Netherlands. Together with her research team, she publishes on the broad area of teacher education and teacher learning, with specific attention for the cultivation of creativity in education.
Imants, J., Meijer, P.C., & Blankesteijn, E. (2020). Expansive learning in teacher education’s hybrid spaces: The challenges and possibilities in and beyond Learning Studios. Frontiers in Education, 5, 64.
Knezic, D., Meijer, P., Toom, A., Leijen, Ä., Mena, J., & Husu, J. (2019). Student teachers’ self-dialogues, peer dialogues, and supervisory dialogues in placement learning. European Journal of Teacher Education, 42(5), 539-556.
Meijer, P.C. (2020). Innovative practices in teacher education. Why should we? How can we? In D. Andron & D. Gruber (Eds.), Education beyond Crisis (pp.176-190). Dordrecht: Brill Sense.
Oosterheert, I., Meijer, P.C., & van der Neut, I. (2020). Towards broader views on learning to teach: The case of a pedagogy for learning to teach for creativity. In D. Andron & D. Gruber (Eds.), Education beyond Crisis (pp.78-92). Dordrecht: Brill Sense.
Monash University, Australia
Amanda (Mandi) Berry is a professor in Education at Monash 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.
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.