WERA strives to increase its support to early career researchers, particularly with respect to strengthening their international network and research capacity as scientists.
As a part of this effort, and especially linking senior scholars and postdoctoral educational researchers who share a common research interest, WERA developed an innovative, online-based Mentorship Program that enables access to WERA’s extensive network of highly skilled education scholars who act as mentors. They will contribute to the postdoctoral scholar’s understanding of research, as well as add to their interaction with international and global research in the same field.
The WERA Mentoring Programme is an innovative initiative by the World Education Research Association (WERA) aimed at early-career researchers, including postdoctoral researchers. The program seeks to strengthen research capacity and expand international collaboration networks by connecting mentees with experienced mentors in the field of education.
WERA Mentoring Committee Chair:
The programme is coordinated by Geovana Mendonça Lunardi Mendes, WERA Vice President and Chair of the WERA Mentoring Programme (National Association of Research and Graduate Studies on Education – ANPEd), with support from members of the WERA Mentoring Committee.
Members of the WERA Mentoring Committee:
Natasha Ziebell, WERA DEC Chair (University of Melbourne)
Paula Korsnakova, WERA Institutional Representative (The International Association for the Evaluation of Educational Achievement – IEA)
Laura Camas Garrido, WERA DEC Representative (Complutense University of Madrid)
How to Participate
The selection process for the WERA Mentoring Programme follows a structured approach:
- Invitation for Mentors: WERA member associations recommend experienced researchers to serve as mentors, indicating their areas of expertise.
- Call for Mentees: WERA publishes open calls for early-career researchers to apply, specifying their research interests.
- Selection and Matching: The Mentoring Committee evaluates applications and presents eligible candidates to mentors. The final decision on mentoring pairs is made by the mentors.
- Mentorship Agreement: Mentors and mentees formalize an agreement outlining objectives, meeting frequency, and interaction terms. The mentoring relationship will be conducted over a period of six months, with the specific dates and meeting schedule to be mutually agreed upon by the mentor and mentee.
- Monitoring and Evaluation: The program is assessed annually by the WERA Mentorship Programme Committee to ensure its effectiveness and continuous improvement, presentation and dissemination of best practices
Call for Mentee Applications is Now Closed. Please stay tuned for further updates.
Call for Mentee Applications: WERA Mentoring Programme 2026
Benefits for Researchers
The WERA Mentoring Programme offers a unique opportunity for early-career researchers and mentors.
To early-career Researchers:
- Receive guidance from international experts in their research fields;
- Gain a global perspective on educational research;
- Expand their academic and institutional networks;
- Strengthen their academic trajectory with support in research production and dissemination.
To Mentors:
- Global dissemination of their methodologies and research ideas
- Enhancing reputation in the professional community and impact in the research field
- Creation and expansion of the academic network
- Expanding the possibilities of data collection in different socio-cultural contexts
The roster of esteemed WERA mentors and their expertise are outlined below.
AMIE
Prof. Itxaso Tellado
UVic-UCC (University of Vic)
Lecturer of Sociology of Education and Family, Schools and Contexts in Teacher Education. Currently focused on research for the overcoming of social and educational inequalities for vulnerable groups and Involved in research for gender violence prevention.
Languages: Spanish, English
Expertise:
Adult Education, Gender Studies, Teacher Education
ANPED
Prof. Angelo R. de Souza
Federal University of Paraná, Brazil
Researcher and Associated Professor at Educational Policy Research Center, with focus on Education Policy and Education Administration
Languages: Portuguese, English, Spanish, Italian
Expertise:
Education Policy, School Administration and Planning
ANPED
Prof. Dr. Jefferson Mainardes
Universidade Estadual de Ponta Grossa (State University of Ponta Grossa) – Brazil
Lecturer in Education Policy at the Universidade Estadual de Ponta Grossa (State University of Ponta Grossa) – Brazil
Research interests include Education Policy, Epistemology of Education Policy, Research Ethics, Academic Writing, and Researcher Training (Doctorate)
Languages: Portuguese, Spanish, English
Expertise:
Education Policy, Research Ethics, Policy Cycle Approach, Bernstein’s Theory
ANPED
Prof. Dr. Elizabeth Macedo
State University of Rio de Janeiro, Brazil
Dr. Macedo’s research focuses on both curriculum theory and curriculum policy, broadly understood as public policies enacted by the State and in schools. Operating on a poststructurally inflected frame, her research dialogues with Stephen Ball, Ernesto Laclau, Wendy Brown, Judith Butler, Homi Bhabha as well as with Jacques Derrida. In general terms, politics has been understood as signifiXation processes that also produce the context in which they happen.
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Her on-going projects have to do, mainly, with the fact that, in 2017, the Brazilian government issued a national compulsory curriculum that will also subsidize high-stakes testing throughout the country. In four different movements, Dr. Macedo has been (i) mapping the networks of the demands in action in that process, mainly concerned with the upraising of conservative ones; (ii) mapping the networks throughout the on-going implementations of the national curriculum happening at state-levels, especially the action of edu-business during those processes; (iii) wondering about the effects of the national educational policies on students’ and teachers’ subjectivities; and (iv) working collaboratively with state level bureaucracies, schools and teachers in order to produce situated public policies.
Languages: Portuguese, English
Expertise:
Curriculum Theory, Curriculum Policy
EASA
Prof. Elize du Plessis
University of South Africa – UNISA
Lecturer for Curriculum Studies. She is an experienced developer of course material for student teachers and has 30 years’ experience in distance teaching. She is currently the programme coordinator of the Postgraduate Certificate in Education programme (Senior and FET phase). She has made contributions to several books and published articles in a variety of journals, and presented papers at both national and international conferences. Elize is also a national and international reviewer for several academic journals and acts as supervisor for MEd and DEd students.
Languages: English, Afrikaans
Expertise:
Curriculum Studies (Theory and Development), Teacher Training in an ODeL Community of Practice
EASA
Prof. Dr. Motlalepule Ruth Mampane
University of Pretoria, South Africa
Prof Ruth Mampane is an Associate Professor and Head of Educational Psychology Department, University of Pretoria. Her research focus is on academic resilience, family and adolescent resilience. Her scholarly contributions are centred on the influences of context and developmental processes on academic resilience, adolescent and family resilience against multiple adversities that South African families are exposed to. Mampane’s research is unique in highlighting family resilience in the resource-constrained context of South African townships and cultural influences on family resilience.
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On international scholarship, she received a postdoctoral award from the University of Michigan (Ann-Abor), African Presidential Scholar (UMAPS) for the period August 2010 – February 2011. Prof Mampane also received NRF funding (2013-14/ 2018-2020) focusing on the Determinants of family resilience. Mampane published more than 26 Journal articles in accredited peer-reviewed journals and book chapters and has supervised more than 25 Masters and PhD student’s to completion. Currently, she is a course leader on four Continuous Training and Development programs for teachers coordinated by Business Enterprises (a business unit of the University of Pretoria) focusing on the training of psychologists, registered counsellors and teachers on behaviour and various forms of disability. Her postgraduate supervision centres on the overarching theme of resilience. Finally, her international collaborations also aim to present multiple case studies on the resilience of families and youths.
Language: English
Expertise:
Educational Psychology
Township Schools and Context, Resilience, Academic Resilience, Drop-In Centres, Adversity, Inclusive Education
EERA
Prof. Marit Honerød Hoveid
European Educational Reasearch Association (EERA)
Professor of Pedagogy (Education) at NTNU, Norway. Working with University pedagogy. Currently the President of European Educational Reasearch Association (EERA).
Languages: Norwegian, English, and some Spanish
Expertise:
Teaching and learning, philosophy of education
EERA
Prof. Arnaud Dubois
Rouen-Normady University, France
Arnaud Dubois is Professor at Rouen University. After having been a history and geography teacher in secondary schools in France, he has completed a doctoral thesis on the analysis of professional practices for secondary school teachers.
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His research is part of the ‘Education and psychoanalysis’ current. He continues his work on the analysis of teachers’ professional practices at different levels of the educational system.
His research also focuses on the history of psychoanalytic pedagogy (since Freud and the first psychoanalytic pedagogues). He is the author of several books in French on the history of this pedagogical current and Teachers’ training.
He has conducted research on exclusion from courses in secondary schools. He is now leading a research programme on the reception of affects in classrooms after traumatic events (2015 Paris Attacks, Lubrizol disaster in Rouen, COVID 19 crisis, etc.).
Involved in several international programmes (Argentina, Mexico, Italy), he is leading a project for a new network in the EERA (European Educational Research Association) on ‘Education and psychoanalysis’, and is also active in the association of teachers and researchers in educational sciences in France.
Languages: French, English
Expertise:
Educational Sciences
Education and Psychoanalysis, Doctoral Support, Higher Education, Qualitative Research Methodologies, History of Education Pedagogy
EERA
Assoc. Prof. Sofia Marques Da Silva
University of Porto, Faculty of Psychology and Education Sciences, Portugal
Associate Professor at the Faculty of Psychology and Educational Sciences, University of Porto, Portugal, and member of CIIE – Educational Research and Intervention Centre. Lecturer in sociology of education and research methodologies. Has been doing research in the field of inclusion, diversity and youth.
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Since 2010 has been involved in developing an online and offline ethnography with young people from border regions. She is the PI of the national project GROW.UP – Growing up in border regions in Portugal: young people, educational pathways and agendas. Convenor of the European Conference on Educational Research (ECER) and editor-in-chief of the Journal Ethnography & Education (Taylor&Francis/Routledge). Board member of the Portuguese Society of Education Sciences. Expert of the European network NESET II (Social Dimension of Education and Training) and of EACEA (Education, Audiovisual and Culture Executive Agency). Is member of the Programme Committee for the specific programme implementing Horizon 2020 – the Framework Programme for Research and Innovation (2014-2020). She is deputy coordinator of the national initiative Portugal INCoDe.2030, on digital competencies.
Languages: Portuguese, English, French
Expertise:
Sciences of Education, Sociology of Education, Research Methodologies
Youth and Educational Pathways, Border and Regional Studies, Resilient Schools and Communities, Digital Methodologies
ERAS
Dr. Jennifer Yeo
Singapore University of Social Sciences
Jennifer Yeo is an Associate Professor at the Singapore University of Social Sciences, where she contributes to advancing teaching and learning in higher education. With a background in both the learning sciences and instructional design, she began her academic career in science education, focusing on K–12 learning, and has since expanded her research to encompass adult and professional learning.
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Her scholarly interests include innovative learning environments, work-integrated learning, multimodality and meaning-making, teacher professional learning and pedagogical content knowledge. Her work is grounded in a commitment to understanding how people learn across diverse contexts, from classrooms to workplaces, and to designing learning environments that foster deep understanding, engagement, and knowledge transfer.
Jennifer has published widely in international journals and serves on the editorial board of the International Journal of Science Education and as an associate editor of Learning: Research and Practice. Her work bridges theory and practice through research, curriculum innovation, and academic leadership, with an emphasis on aligning educational theory to the realities of teaching and learning in varied settings.
Language: English
Expertise:
Cultural historical activity theory, Multimodal theory and Meaning-making, Discourse analysis and Multimodal analysis, Collaborative learning, Design-based research
ERAS
Dr. Kah Loong Chue
National Institute of Education, Nanyang Technological University, Singapore
Lecturer with the Psychological and Child & Human Development academic group; Have held various teaching and management appointments in public and private schools before joining academia; Currently lectures on a variety of topics, including educational assessment, quantitative research methods and individual and learning differences; Current research interests are Rasch measurement theory, team-based learning, motivation, personality (Big Five) and student wellbeing
Languages: English, Chinese
Expertise:
SPSS, AMOS, WINSTEPS
ESAI
Dr Aimie Brennan
Marino Institute of Education
Dr Brennan is Dean of Education: Policy, Practice and Society, Principal Lecturer in Education, and course leader of the B.Sc in Education Studies at Marino Institute of Education. With a PhD in Sociology from UCC, Dr Brennan began her career in the field of social research, before pursuing a passion for teacher education where she has supported pre-service teachers from early years to post-primary education. Her research and teaching interests are in the areas of the sociology of education, teacher education policy and education research, and she is currently leading cross-border, longitudinal and collaborative research projects in each of these areas.
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Dr Brennan is an active member of the higher education community, In-coming President of the Educational Studies Association of Ireland (ESAI), and serving on the Teaching Council Research Engagement Group, and the National Advisory Group for Student Engagement in Higher Education (NStEP). She is also founder and coordinator of the Student Teacher Education Research (STER) project, a student-staff partnership project in Higher Education that publishes a national peer-reviewed e-journal of education student research.
Her Roles:
Dean of Education: Policy, Practice and Society
Senior Lecturer in Education Policy and Research Methods
Course leader for the BSc in Education Studies
Languages: English
Expertise:
Teacher education and policy
GERA-Germany
Prof. Dr. Marianne Schüpbach
Freie Universität Berlin, Germany
Marianne Schüpbach Professor Dr. is a chair in Primary Education at Freie Universität Berlin, Germany. Schuepbach is an empirical researcher whose research focuses on extended education (all-day school, afterschool etc.) predominantly in Switzerland and Germany, school career transitions as grade retention, school teaching and school. In the last years, she has carried out different studies funded by the Swiss National Science Foundation and the German Research Foundation in the field of extended education, multi-professional collaboration in school and teaching and acculturation of immigrant students.
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She received her PhD from the University of Fribourg, Switzerland (CH) in 2004 and her Habilitation from the University of Bern (CH) in 2009. From 2010 to 2014 she was an assistant professor of research on teaching and school at the Institute of Educational Science, University of Bern (CH), and from 2014 to 2019 she was the Chair of Primary Education at the Institute of Educational Science, University of Bamberg, Germany.
Languages: German, English, French, Italian
Expertise:
Education, Primary Education, Education Psychology
Extended Education (all-day school, quality, students’ development, international comparative perspective), Multi-Professional Collaboration in School and Teaching (in class, all-day school, inclusive setting) and Acculturation of Immigrant Students
GERA-Germany
Prof. Dr. Hermann Josef Abs
University of Duisburg-Essen, Germany
Hermann J. Abs is a Professor of Education at the University of Duisburg-Essen. He serves as national research coordinator of the International Civic and Citizenship Education Study, ICCS 2022, and has been involved in several national and international Projects on teacher education and education for democratic citizenship. Dr. Abs’ research focusses on the effects schools have in shaping democratic identities, knowledge, and behaviour of young people and on the role of teachers as well as teacher education in the process of political socialization.
Languages: German, English
Expertise:
Educational Science, Educational Assessment, Comparative Education
International Large-Scale Assessment, Civic and Citizenship Education, Political Socialization
HKERA
Prof. CHEUNG Chi-keung, Alan
The Chinese University of Hong Kong
Professor Cheung currently serves as Professor and Chair in the Department of Educational Administration and Policy at the Chinese University of Hong Kong (CUHK), as well as the Director of the Centre for University and School Partnership. He is also a Professor (Courtesy) at Johns Hopkins University. His research areas include evidence-based reform, bilingual education, and educational technology. He has been involved in many large-scale randomized experiments and studies on these topics and is the author or co-author of numerous journal articles, book chapters, and technical reports. His journal articles have appeared in top academic journals such as Review of Educational Research (RER), Educational Research Review (ERR), Journal of Educational Psychology (JEP), American Educational Research Journal (AERJ), and Reading Research Quarterly (RRQ).
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In recognition of his research productivity and teaching performance, he has received several prestigious awards. These include the Palmer O. Johnson Award from the American Educational Research Association (AERA) in 2008, the Research Excellence Award from CUHK in 2013, the Outstanding Alumni Achievement Award from Brigham Young University in 2016, the International Discovery Award from the Australian Research Council in 2018, the Exemplary Teaching Award from the Faculty of Education (CUHK) in 2021, and the Inaugural Award for Outstanding Research from the Asia Pacifi c Federation on Giftedness in 2024.
Languages: Chinese, English
Expertise:
Education Marketization, Higher Education, Quantitative Methods, School Effectiveness and School Improvement, School Evaluation, Educational Technology, Effective Interventions for Disadvantaged Students
HKERA
Dr. CHEUNG Sum Kwing, Sam
The Education University of Hong Kong
Dr. Cheung is an Associate Professor in the Department of Early Childhood Education at The Education University of Hong Kong. He also serves as the Co-director of the Centre for Child and Family Science and the Associate Dean (Quality Assurance and Enhancement) of the Faculty of Education and Human Development. His research primarily focuses on children’s mathematical development, socio-emotional development, the home learning environment, and teacher education. Dr. Cheung has authored numerous papers, presented at international conferences, and published in esteemed journals. With his extensive experience, he is frequently invited to lead teacher professional development workshops and deliver parent talks.
Language: English
Expertise:
Early Childhood Development and Education, Home Learning Environment, Teacher Education
KEAD
Prof. Asoc. Dr. Serdan Kervan
University Ukshin Hoti Prizren
PhD – Educational Programmes and Teaching, University of Balıkesir, Faculty of Education, Graduate School of Social Sciences
MSc – Turkish Language and Literature, University of Prishtina, Faculty of Philology, Department of Turkish Language and Literature
BSc – Bachelor of Education, University of Prishtina, Faculty of Education, Prizren Branch, Department of Classroom Teaching
Languages: Albanian and Turkish
Expertise:
Education
PERA
Prof. Maria Czerepaniak-Walczak
University of Szczecin, Poland
Long-term academic educator. For many years, I have been conducting regular doctoral and postdoctoral seminars, providing leadership, guidance, and supervision for research projects aligned with my academic interests, which include critical and emancipatory pedagogy, university pedagogy, as well as teacher education and professional teacher development. Experience in international research collaboration, encompassing studies on the culture of trust and educational interactions, human rights, digital literacy, and the role of transformative teachers in response to contemporary educational challenges. Supervisor Several of these projects employ an action research methodology. Doctoral supervisor in the EDITE (European Doctorate in Teacher Education) Programme. I am also a long-standing member of the Committee of Education Sciences of the Polish Academy of Sciences and serve as the Head of the Summer Schools for Young Pedagogues. Served as a mentor in the former edition of the WERA Mentorship Programme.
Languages: English, Polish, Russian
Expertise:
Education sciences, critical pedagogy, qualitative research, action research, and emancipatory pedagogy
PERA
Prof. Anna Babicka-Wirkus
Pomeranian University in Słupsk, Poland
Professor in pedagogy, sociologist works in Institute of Pedagogy in Pomeranian University in Słupsk, Poland. Her scientific and academic work focuses on the following issues: resistance in education, school culture, children’s rights at school, and university in discourse. Their common denominator is a theoretical background created by critical and post-structuralist theories. The common characteristic of her works is also a scientific approach. Her projects are based on the strategies of qualitative and mixed studies, which stems from the nature of the research subject. She also has experience in conducting quantitative research. She is a deputy editor-in-chief for the international journal “Social Studies: Theory and Practice”. She is also a member of the Editorial Board of another new research periodical – ‘Educational Role of Language Journal’.
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She is a member of several international and national scientific societies and organizations. These include the International Association for the Educational Role of Language (ERL Association), the Polish Educational Research Association (PERA), and the Polish Sociological Association. She received the Ombudsman for Children Award in 2014 for the best PhD thesis concerning the issue of children’s rights.
She was an auxiliary supervisor in two international PhD programs. These PhD projects had been prepared within the framework of European Doctorate in Teacher Education (EDiTE)which was funded by the European Union under Horizon 2020, Marie Skłodowska-Curie program (grant agreement number 676452). Currently, she is a supervisor of two Polish PhD projects.
Languages: Polish, English
Expertise:
Pedagogy, Social Science
Modern Social Theories, Research Methods in Social Science, Feminist Criminology and currently focused on resistance culture in schools.
PERA
Prof. Joanna Madalińska-Michalak
University of Warsaw, Poland
Joanna Madalińska-Michalak is a Full Professor of Social Sciences (Educational Research). She is based at the Faculty of Education, University of Warsaw, Poland. She is a Head of the Chair of Didactics and Teacher Education, a member of the Board of Scientific Discipline, University of Warsaw and a member of the University Board of the Pedagogical University in Cracow, Poland. She is an Honorary Professor at Aarhus University, Danish School of Education, Denmark. She is a member of editorial boards and a member of reviewers’ panels for such scientific journals as Teachers and Teaching: Theory and Practice, European Journal of Teacher Education and South African Journal of Education.
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Her research work has focused on educational leadership, teacher education, teachers’ and school principals’ work, lives and development, and research ethics. She is an author of more than 250 scientific publications, mainly articles in journals and books. She is involved with global, international, and national scientific organisations. She is the Vice-President of the World Education Research Association (WERA), Chair of the Teacher Education Policy in Europe (TEPE) Scientific Network, and President of the Polish Educational Research Association (PERA). She serves as a member of the Board of Directors of the International Council of Education for Teaching (ICET), a chair of World Education Research Association International Research Networks (WERA-IRNs), a representative of the Polish Educational Research Association in World Education Research Association (WERA), a member of the Council Board of European Educational Research Association (EERA), and a member of the Board of Scientific Associations at the Polish Academy of Science.
Languages: English
Expertise:
Social Sciences, Education
PERA
Prof. Agnieszka Szplit
The Jan Kochanowski University of Kielce, Poland
Professor in Pedagogy, Master of English, working at the Jan Kochanowski University of Kielce (Poland), Faculty of Pedagogy and Psychology; also a qualified teacher of English, a chartered teacher with a 25-year experience in language education, a teacher trainer and a qualified school inspector.
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Her basic research interests concern the teachers’ professional and personal development. She has researched teachers’ professionalism in four areas: factors and determinants, the process and its consequences, effects and implications, and finally, support to teachers. Other trends in her pedagogical research are selected glottodidactic contexts in the teacher’s work. She prefers conducting qualitative research and designs innovative methods for it. She is the President of the Association of Teacher Education in Europe (ATEE), and a member of the Main Board of Polish Educational Research Association (PTP).
She is a reviewer in several Polish and international journals and an editor of a series of international books on teacher’s professional development. She is also a reviewer of school syllabuses and coursebooks for teaching English. She was the manager of the EACEA financed international project Educare (number 527360-LLP-1-2012-1-IT-GRUNDTVIG-GMP). She was awarded the Medal of the National Education Commission and the Bronze Cross of Merit for scientific achievements by the President of Poland.
Languages: English, Polish
Expertise:
Education, Foreign Language Teaching
Qualitative research design, Researching teacher professional development, Researching teacher education, Glottodicactics, Teacher training and school advising, Managing educational innovations, Managing teacher professional development, Designing English courses for young learners, School practicum coordination
RERA
Dr. Ivan Ivanov
HSE University
Ivan Y. Ivanov has recieved his PhD in Education in 2024. Dr. Ivanov is a senior research fellow and director of the Pinsky Center of General and Extracurricular Education in the Institute of Education, HSE University (Moscow). His research focus is comparative studies of school and extracurricular education, study of educational policy and children’s after-school time. Special focus is education in post-Soviet countries and in BRICS+.
Languages: Russian, English
Expertise:
Educational policy, Comparative Education, After-school time programs
RIECH
Roxana Chiappa
Universidad de Tarapacá
Roxana Chiappa is an assistant professor at the University of Tarapacá, Chile; an adjunct researcher at the Center for Conflict and Social Cohesion Studies (COES); and an associate researcher at Rhodes University, South Africa. She is a journalist from the University of Santiago de Chile and holds a master’s and doctorate in higher education from the University of Washington, Seattle. Inspired by feminist, decolonial, and other critical social theories, her research agenda focuses on how historical and structural inequalities are reproduced in science and higher education systems between social groups, institutions, and countries.
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Currently, Roxana is the principal investigator of a project analyzing the intersectional effects of class and gender on the careers of STEM doctoral fellows and is one of the coordinators of the Intercultural Education, Migrations, and Borders core, which brings together scholars and students working on intercultural issues in Chile and Peru. Together with scholar Iris Viveros, Roxana has recently published a book on the experiences of transnational researchers from the Global South (Routledge, 2025). Roxana is also one of the coordinators of the feminist social science network in Chile and a mindfulness meditation teacher.
Roxana’s experience in higher education and critical perspectives for analyzing mobility are conducive to reading Fabiola Cervantes’s thesis on the experience of internal migrant students at the Universidad Veracruzana.
Languages: English, Spanish, Portuguese
Expertise:
Higher education, decolonial studies, academic career, mixed-methods
RIECH
Daniela Véliz Calderon
Pontificia Universidad Católica de Chile
Associate Professor in the Faculty of Education. She holds a Ph.D. in Higher Education and a Master’s in Student Development in Higher Education from the University of Maine (USA). She is a researcher at the Millennium Nucleus in Higher Education and an associate researcher at the CEPPE UC. She is currently vice dean of the UC Faculty of Education.
Languages: English, Spanish
Expertise:
Higher education, mentoring programs, gender and higher education, higher education administration
RIECH
M. Beatriz Fernández
Institute of Education, Universidad de Chile
M. Beatriz Fernández is an Associate Professor and director of postgraduate studies in the Institute of Education at Universidad de Chile. She is a principal researcher and leader of the Teaching Profession Research Line in the Centre for Advanced Research in Education at the same institution. She is also a Coordinating Editor and member of the Editorial team of Education Policy Analysis Archives /Archivos Analíticos de Políticas Educativas (EPAA/AAPE) for the South American section in Spanish. Her research interests include policy analysis, teacher education policies, teacher inquiry and social justice issues. She holds a Ph.D. in Curriculum and Instruction from Boston College. https://orcid.org/0000-0001-7639-2811
Languages: English, Spanish
Expertise:
Policy analysis, teacher education policies, teacher inquiry and social justice
SEP
Jon Igelmo-Zaldivar
Complutense University of Madrid
Jon Igelmo-Zaldivar is an associate professor in the Department of Educational Studies at the Faculty of Education, Complutense University of Madrid, where he coordinates the Master’s Degree in Advanced Studies in Social Education. His research interests are in the theory, philosophy, and history of education. His current research focuses on teacher education from a historical perspective, the theoretical foundations of decolonial pedagogies, and the historiography of education.
Languages: Spanish, English
Expertise:
History of Education and Philosophy of Education. History of teacher education, decolonial pedagogies, historiography, educational theory
SIEP
Prof. Santiago Cueto
Senior Researcher Group for the Analysis of Development (GRADE)
Santiago is the Country Coordinator for Young Lives Peru and leads the policy and communications work in Peru (https://www.younglives.org.uk). He is Executive Director at GRADE in Lima, specializing in education. He holds a degree in Educational Psychology from the Catholic University in Peru and a PhD from Indiana University (Bloomington, USA).
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In 2010, he received the National Award in Psychology by the Professional Board of Psychologists in Peru. He has been a visiting researcher at the Universities of California (Davis) and Oxford, and a consultant for international organizations such as the World Bank, the Inter-American Development Bank, and UNESCO and was a member of their Global Education Monitoring Report advisory board. Aside from his position at GRADE, Santiago is also a Professor at the Catholic University in Lima and a member of the National Council of Education in Peru.
Languages: Spanish, English
Expertise:
Educational Psychology
Measurement, Program Evaluation, Longitudinal Studies, Research-Policy Links
TERA-Turkey
Prof. Dr Ali Ekber Sahin
Hacettepe University, Turkey
Lecturer and researcher for Teacher Education and currently focused on classroom management research and seminars on how to write and publish articles for international journals
Languages: Turkish, English
Expertise:
Educational Administration, Elementary Education
Classroom Management, Combination Classrooms, Research
TERA-Turkey
Prof Erdinç Çakıroğlu
Middle East Technical University, Ankara, Turkey
Erdinç Çakıroğlu is a professor of mathematics education at the Department of Mathematics and Science Education at Middle East Technical University (METU). He is currently the director of the Center for STEM Education at METU. He has taught numerous graduate and undergraduate courses related to mathematics education, curriculum development and instructional technology.
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He has been involved in various national and international projects on innovative curriculum development, including teacher training. His team conducts design-based research or teaching experiments to test the case-based professional development modules. Recently he completed a major project on the development of a hypothetical learning trajectory for the first grade “numbers and operations” unit, where he and his team conducted a long terms study (2 years) in a local elementary school.
Languages: English, Turkish
Expertise:
Curriculum and Instruction, Design-Based Research, Mathematics Education, STEM Education
Large-Scale Curriculum Development, Instructional Material Development, Design-Based Development of Innovative Instructional Modules, Learning Trajectories, Design Experiments from a Learning Design Perspective, Teacher Training