Eszter Bükki is an assistant research fellow at the Institute of Education, Eötvös Loránd University (ELTE, Budapest), working as the assistant of the national MoTeL (Models of Teacher Learning) research project. She also participates in an Erasmus+ project LS4VET (Lesson Study for VET), and pursues her PhD degree at the Doctoral School of Education ELTE, studying the continuous professional development of teachers working in Hungarian upper secondary VET schools. Previously, for a decade, she worked in Cedefop's ReferNet programme, preparing country and policy reports about VET and adult training in Hungary. Eszter does research in Vocational Education and Training, Teacher Education and Professional Development and Educational Policy.

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Gábor Halász is doctor of the Hungarian Academy of Sciences. He is professor of education at the Faculty of Pedagogy and Psychology of the University Eötvös Loránd in Budapest where he is leading a Centre for Higher Educational and Innovation Research and the one of the programs of the Doctoral School in Educational Sciences. He teaches, among others, education policy, sociology of higher education, education and European integration and global trends in education. He was Director-General of the Institute for Educational Research and Development where took later the position of scientific advisor. Professor Halász was working as an expert consultant for a number of international organizations, particularly the OECD, the European Commission, the World Bank, and the Council of Europe. Since 1996 he has been representing Hungary in the Governing Board of CERI (OECD), he also served as president of this Board. Currently professor Halasz is leading a four-year research project exploring the effectiveness of various forms of teacher learning and professional development. Previously he was leading multi-year projects on the impact of developmental interventions on classroom level processes in school education and on the emergence and diffusion of local innovations and their systemic impact in the education sector.

For more information see Gábor Halász’ personal homepage

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Aileen Kennedy is Professor of Practice in Teacher Education at the University of Strathclyde in Glasgow, Scotland, where she is also Director of Teacher Education. She has hands-on experience of developing and leading ITE which puts transformative learning front and centre, and which attends explicitly to issues of power and democracy. Her research focuses on teacher education, professional learning, teacher professionalism and policy reform, from a social justice perspective. Aileen is currently Co Principal Investigator of the Measuring Quality in Initial Teacher Education (MQuITE) project in Scotland.

 

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Erika Kopp Phd has been a teacher educator for secondary school teachers for more than 20 years. She is now Associate Professor at Eötvös Loránd University, Faculty of Education and Psychology in Budapest where she teaches in teacher education, Educational Science MA program and Educational Science Doctoral School. Her main research areas are teacher education, private and faith schools.

She has also been active at the European level; she is an administrative council member of the Association of Teacher Education in Europe (ATEE). She has also taken part in a variety of European level cooperation projects, including European Doctorate in Teacher Education Project (Edite), Horizon 2020.

 

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Marta Kowalczuk-Walędziak, Ph.D. serves as Vice Dean for International Co-operation for the Faculty of Education of the University of Bialystok, Poland. She is also treasurer for the Administrative Council of the Association for Teacher Education in Europe (ATEE) and visiting professor at Daugavpils University, Latvia. Her research interests include: teacher professional development; postgraduate education for teachers; evidence-informed practice in education; as well as the internationalisation of teacher education. Marta has published widely on these topics in academic books, conference proceedings, and journals. She is currently editing an upcoming Palgrave handbook on teacher education in Central and Eastern Europe since the fall of the Soviet Union.

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Csilla Pesti, PhD. is an assistant professor at the Teacher Training Centre of Karoli Gaspar University of the Reformed Church in Budapest, Hungary. She has teaching experience in initial teacher education and professional development of teachers. Her research interests include teacher education policy, teaching practice, and the notion of teachers as researchers. She acquired her doctoral degree within the framework of the European Doctorate in Teacher Education (EDiTE) project as a Marie Skłodowska-Curie research fellow at Eötvös Loránd University and the University of Innsbruck.

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ROMAN ŠVAŘÍČEK works as an assistant professor at the Department of Educational Sciences, Faculty of Arts, Masaryk University, Czech Republic. His specialisation is the research of the teachers' professional development, classroom discourse, the methodology of qualitative research and the philosophy of education.

Click here for more information.

 

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Vasileios Symeonidis is a postdoctoral researcher at the Institute of Education Research and Teacher Education at the University of Graz, Austria. He holds a PhD in Education from the University of Innsbruck and Eötvös Loránd University, awarded in the framework of the European Doctorate in Teacher Education (EDiTE). His research interests focus on Europeanisation in teacher education, doctoral networks in teacher education, comparative education, and experience-oriented education research. He is board member of international networks in teacher education, including EDiTE, TEPE and InFo-TED.

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