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Notes on Contributors

Laura Sara Agrati

is a PhD, Associate Professor in ‘Didactics and Educational Technologies’, ‘Special Education’ and President of the degree course in ‘Sciences of Education’, at the ‘Giustino Fortunato’ University of Benevento, Italy. Her main research interests are didactic mediation and mediatization of learning content and professional development of teachers. She published monographs on teacher training and didactic mediation and scientific articles in national and international journals.

Dyann Barras

is employed at the School of Education, The University of West Indies, St Augustine, Trinidad and Tobago and is assistant lecturer in the Teaching of Social Sciences with emphasis in the teaching of Business studies.

Verónica Basilotta Gómez-Pablos

is a Professor of Madrid Open University, in Spain. She has a PhD in Education by the University of Salamanca, Spain. She holds a Degree in Psychopedagogy and a Master’s Degree in ICT in Education. She is a member of the GITE-USAL research group. Her work focuses on ICT integration, the use of active methodologies in education, digital competences assessment and educational innovation.

Benignus Bitu

is employed at the School of Education, The University of West Indies, St Augustine, Trinidad and Tobago and is assistant lecturer in the Teaching of Social Sciences with emphasis in the teaching of History and Social Studies.

Robyn Brandenburg

is an associate professor and teacher educator-researcher at Federation University, Australia. Her research focuses on teacher education, mathematics education and the impact of reflection and feedback on learning and teaching. She has published widely and presented at national and international conferences. Robyn is the President of the Australian Teacher Education Association.

Heather Braund

is a PhD candidate at Queen’s University Faculty of Education, specializing in cognition and assessment. She holds her Bachelor of Education from Queen’s and is OCT certified to teach Primary and Junior students. She holds an Honours Bachelor of Science Degree from Trent University with joint majors in Psychology and Biology. She has published in education journals (e.g. Australian Educational Researcher and Comparative and International Education) and medical journals (e.g. Annals of Emergency Medicine and Journal of Cancer Education). Her doctoral research is focused on bridging Kindergarten teachers’ classroom assessment practices with students’ self-regulation and metacognitive behaviours.

Michael Cavanagh

is Associate Professor and the Program Director for Secondary Initial Teacher Education in the Department of Educational Studies at Macquarie University in Sydney, Australia. He also lectures in mathematics education. His research interests focus on learning community models for professional experience and the development of pre-service teachers’ reflective practice.

Chiou-hui Chou

is an associate professor at the department of English Instruction, College of Education, National Tsing Hua University, Taiwan. Her research areas are in teacher professional development, lesson study, English reading instruction, TEYL (Teaching English to Young Learners) and CLIL (Content and Language Integrated Learning).

D. Jean Clandinin

is Professor Emerita and Founding Director of Centre for Research for Teacher Education and Development at the University of Alberta. A former teacher, counsellor, and psychologist, she is author/co-author of 17 books and many articles and book chapters. Her last book with Michael Connelly, Narrative Inquiry, was published in 2000. She edited the Handbook of Narrative Inquiry: Mapping a methodology (Sage, 2007) and co-edited with Jukka Husu the Handbook of Research on Teacher Education (Sage, 2017). She published three books with Routledge: Engaging in Narrative Inquiry (2013), Engaging in Narrative Inquiry with Children and Youth (2016) and Relational Ethics in Narrative Inquiry (2018).

Leah Li Echiverri

is a holder of a Doctorate Degree in Curriculum and Instruction and a Master’s Degree in Educational Administration and Supervision. Her research interest leans toward enhancing lifelong learning skills in teaching and learning taking into consideration the dynamics of evolving environments in the 21st century and learners’ diversity. Her research studies have been presented in international conferences and internationally published in books.

She is a research professor at Wenzhou-Kean University teaching the course Research Methodology and Technology besides, Transition to Kean University. Her mission in life is making a difference in the lives of people!

Maria Assunção Flores

is an associate professor with qualification at the University of Minho, Portugal. She received her PhD at the University of Nottingham, UK. She was a visiting scholar at the University of Cambridge and at the University of Glasgow. Her research interests include teacher professionalism and identity, teacher education and professional development, teacher appraisal, leadership, and higher education. She has published extensively both nationally and internationally. She is currently the Chair of the International Study Association on Teachers and Teaching (ISATT). She is executive editor of the journal Teachers and Teaching Theory and Practice and co-editor of the European Journal of Teacher Education.

Francisco García Peñalvo

is Full Professor in the department of Computer Engineering at the University of Salamanca. He received his bachelor’s degree in computing from the University of Valladolid (Spain), and his PhD degree from the University of Salamanca, where he is currently the Head of the Research Group in Interaction and e-Learning (GRIAL). His main research interests focus on eLearning, computers and education and digital ecosystems. He is the Editor in Chief of the journal Education in the Knowledge Society and the Journal of Information Technology Research. He coordinates the Doctoral Program in Education in the Knowledge Society.

María-Luisa García-Rodríguez

is tenured professor in the Department of Education at the University of Salamanca (USAL, Spain). She obtained her PhD in Education. Her specialty is early childhood education and her research interest include teacher development, mentoring and written language. She is an active member of the editorial board of a number of journals. She was a school teacher in Madrid and Salamanca.

Ana García-Valcárcel

is Professor of Educational Technology at the University of Salamanca and Director of the Master in ICT in Education. Director of the GITE-USAL Research Group. Coordinator of REUNI + D (University Network for Educational Research and Innovation), Member of RUTE (University Network of Educational Technology) and EDUTEC (Association of Educational Technology). Director of different projects of innovation and research on the processes of digital technologies integration, teacher training in digital skills, evaluation of digital skills of teachers and students and the use of video games for educational purposes.

Stephen Geofroy

is employed at the School of Education, The University of West Indies, St Augustine, Trinidad and Tobago and is lecturer in Educational Foundations and in the Teaching of Social Sciences with emphasis in the teaching of Social Studies.

Raquel Gómez

is a school teacher for the Government of Castilla y León, Spain. She is doing a PhD at the University of Salamanca on preservice teachers’ practical knowledge acquisition during the practicum.

Jenna Granados

is a recent graduate from Brigham Young University. She studied Elementary Education, and nurtured a passion for equitable education, especially among language learners. She has studied the Spanish language since 2007, and enjoys learning other world languages. Jenna is currently teaching preschool in Beaverton, Oregon, where she resides with her husband and daughter.

Hafdís Guðjónsdóttir

is a professor at University of Iceland, School of Education. Her interests are in the area of inclusive education, pedagogy and educational practices, teacher professionalism and teacher education. Hafdís has collaborated with colleagues from Europe, Australia and Northern America on research and professional projects focusing on topics considering her interest area. Her research methodology is mainly qualitative, practitioner research, and self-study of teacher education practices. She was one of three editors of the book Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study (Sense Publishers, 2017). Since 2010 she has published 25 articles and 20 book chapters.

Jukka Husu

(PhD) is Professor of Education and the Dean of the Faculty of Educational Sciences, University of Turku, Finland. His research focuses on teachers’ pedagogical knowledge, reflection, and ethical judgment in teaching. He has published extensively in internationally refereed journals and edited books. Professor Husu is a member of the Editorial Board of Teaching and Teacher Education, and an Associate Editor in Teachers and Teaching: Theory and Practice. He co-edited with D. Jean Clandinin The Sage Handbook of Research on Teacher Education (Sage, 2017).

Jóhanna Karlsdóttir

is an assistant professor at the University of Iceland, School of Education. She completed her MEd at the University of Iceland 2001. Her research focuses on inclusive pedagogy and education, diverse learners, and teacher stories about innovative inclusive practices. Jóhanna has participated in many national and international projects focussing on these issues, such as TE4I with the European Agency for Special Needs and Inclusive Education. Her teaching focuses on inclusive pedagogy where she builds on her extensive experience working for many years as a teacher in compulsory school and a district based teaching consultant.

Keith Lane

(MEd) is a career tertiary TESL professor who specializes in classroom methodology in English as Medium of Instruction (EMI) and Content and Language Integrated Learning (CLIL) contexts. His research is especially interested in the role of motivation, and curricular and instructional approaches to facilitate it and exploit it positively. Academic integrity and instructional efficacy are important to him, as it student welfare and progress.

Celina Lay

is a PhD student at Brigham Young University. She has a Master’s degree of Education with an emphasis in literacy from the University of Utah. From the time she was an undergraduate she has been involved in teacher education research and interested in the preparation and development of educators. Her first research experience was a narrative self-study, exploring the experiences of student teachers of English moving into their roles as teachers (Undergraduate Honors Thesis at BYU). Currently she is engaged in a self-study project of the teacher identity of teachers who prepared, taught, and left teaching.

Samuel Lochan

is a retired lecturer from the School of Education, UWI, St Augustine who has continued to work on a part time basis. He was formerly a teacher educator specializing in the teaching of Business and Social Studies.

Marta Martín-del-Pozo

is an Adjunct Professor in the Department of Education at the University of Salamanca (USAL, Spain). She holds a PhD in videogames and education from the University of Salamanca (Doctoral Dissertation: ‘Videogames in teacher training: design, implementation and assessment of an educational proposal’). Furthermore, she holds a Degree in Pedagogy and a Master’s Degree in ICT in Education. She is an active member of the GITE-USAL Research Group. Her research lines cover ICT in education, teacher education, videogames as learning resources, serious games, and game-based learning.

Ella Mazor

is senior lecturer at Gordon Academic College of Education. Her academic and professional interests lie in the areas of mentoring and mentored learning, with a focus on cross-cultural teacher education. Her research adopts socio-cultural perspectives to the study of professional teacher learning.

Sharon M. McDonough

is a researcher in initial teacher education and teacher development in the School of Education at Federation University, Australia. Sharon draws on socio-cultural theories of teacher emotion and resilience that she brings to aims of (i) how to best prepare and support teachers for entry into the profession; and (ii) how to support teacher, and teacher educator, professional learning across the lifespan of their careers. She has published in journals and edited books and she holds a role on the executive of the Australian Teacher Education Association.

Lennox McLeod

is employed part-time at the School of Education, The University of West Indies, St Augustine, Trinidad and Tobago and is lecturer in the Teaching of Social Sciences with emphasis in the teaching of History and Social Studies.

Juanjo Mena

(PhD) is Associate Professor at the department of Education in the University of Salamanca (Spain). He is a member of the GRIAL research group. He is currently an affiliate professor at the Center for the Study of Teacher Education at the University of British Columbia (Canada) and research collaborator at Kazan Federal University (Russia). He is the Treasurer of the International Study Association on Teachers and Teaching (ISATT). His research interests are focused on the analysis of the teaching practice, mentoring and the practicum, Teacher Education and ICT.

Wendy Moran

has been a researcher for more than 20 years in teacher education. She has published research concerning professional experience models in initial teacher preparation, the role of reflective practice in teachers’ work, and the nature of caring teachers. Dr. Moran recently began working at Excelsia College, a Christian higher education college in Sydney, teaching post-graduate studies in education. Currently, she is undertaking research that explores the impact of global changes in education on the moral motivations of teachers and school leaders.

Brian Mundy

is an academic working at Victoria University in Melbourne. He completed his PhD ‘The Millennial School: A Theoretical Basis for Curriculum Design in a Time of Educational Transgression’ at Melbourne University in 2013. This was a school based narrative study of curriculum and pedagogy change. After 31 years working as a secondary teacher he has worked for the last 9 years teaching and supporting pre-service teachers. In 2014 he was awarded an Australian Office of Learning and Teaching citation “For the development of integrated and engaging curriculum and teaching practices by an early career teacher in support of student learning in teacher education placements”.

Nkopodi Nkopodi

is an associate professor of science education and Chair of the Department of Science and Technology Education, School of Teacher Education at the College of Education, University of South Africa (UNISA). He has extensive experience in teaching science in second language settings at tertiary level and has conducted numerous workshops for science and mathematics teachers in South Africa. His research interests are in Language in Science as well as Indigenous Knowledge Systems.

Lily Orland-Barak

is Professor of Education and present Dean of Graduate Studies and at the University of Haifa. Her research focuses on professional learning, mentoring and curriculum development in teacher education. She has published extensively in these areas and serves on national and international academic committees and editorial boards of leading journals in her field. Her book Learning to Mentor-as-Praxis: Foundations for a Curriculum in Teacher Education (Springer, 2010) was awarded ‘Exemplary Research in Teaching and Teacher Education Award’ at the American Educational Research Association (AERA), Vancouver, 2012.

Edda Óskarsdóttir

(EdD) is a project officer at the European Agency for Special Needs and Inclusive Education. She also holds a part time position as an adjunct at University of Iceland, School of Education. She completed her EdD in 2017 and the research was a self-study action research on constructing support as inclusive practice. Edda has a background as a classroom teacher, special needs teacher and coordinator for support services at the compulsory school level in Iceland. She has been involved in a number of international and national projects on subjects connected to creating an inclusive education system.

Samuel Ouma Oyoo

is an associate professor of science education at the University of the Witwatersrand, Johannesburg, South Africa and a Visiting Professor of Science Education at Egerton University, Njoro, Kenya. He researches and publishes in science education and science teacher education, with a current focus on the impact of language as words and language as knowledge, on school physics and school chemistry teachers’ effective classroom practice.

Stefinee Pinnegar

is a graduate of the Uof A, and associate professor of teacher education at BYU. Her research interests focus on teacher thinking, teacher development, and self-study. In examining the development of teacher thinking, she has particular interest in the development of practical memory for teaching particularly in regards to supporting English Learners (ELs). In terms of self-study, she is interested in the Methodology of self-study and in improvement of her practice as a teacher educator. She is editor of the Advances in Research on Teaching Series (Emerald Publishing) and specialty editor of Frontiers teacher education strand.

Eleftherios Soleas

is a PhD Candidate and Educational Consultant at Queen’s University where he researches motivational processes and evidence-based practices of aspiring innovators and professionals using mixed methods approaches. His past work has incorporated educational psychology, curriculum theory, and special education as a means of understanding the motivations of interdisciplinary samples of professionals including teachers across their learning lifespan.

Lystra Stephens-James

is employed at the School of Education, The University of West Indies, St Augustine, Trinidad and Tobago and is an instructor in the Teaching of Social Sciences with emphasis in the teaching of Business studies.

Linda T. Turner

worked with student teachers pursuing a TESOL K-12 at the McKay School of Education at Brigham Young University. She retired from Wasatch County School District in Heber City, Utah, after 32 years. Her positions there included district director of alternative language services, counselor and lead teacher at the district’s alternative high school, and middle and high school English and Spanish teacher. She also provided professional development to teachers in literacy instruction, strategies for working with English learners, and dual language immersion. She is passionate about teachers meeting the needs of all learners.

Antoinette Valentine-Lewis

is employed at the School of Education, The University of West Indies, St Augustine, Trinidad and Tobago, and is a part-time lecturer in the Teaching of Social Sciences with emphasis in the teaching of Geography and Social Studies.

Sarah Witt

has a bachelor’s degree in Elementary Education with a minor in TESOL K-12 from Brigham Young University in Provo, Utah. During her undergraduate time she worked closely with and assisted research of teachers and their work with English language learners in the school system. She presented work at local and international research conferences: NRMERA, UCUR, I-TESOL and ISATT. After teaching for a year, she moved to Ann Arbor, Michigan, and is raising her daughter while substitute teaching.

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