Leading voices in teacher education
We are honored to welcome distinguished scholars from across the globe. Please scroll down to meet the experts who will be shaping the discourse of ATEE 2026 through their groundbreaking research and visionary perspectives.
Nicole Mockler is Professor of Education at the Sydney School of Education and Social Work, University of Sydney, and Honorary Research Fellow at the Department of Education, University of Oxford. She is currently President Elect of the Australian Association for Research in Education.
Her research focuses on teachers’ work and professional learning, education policy and politics, as well as curriculum and pedagogy. Her recent books include Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (2022) and the co-edited BERA-Sage Handbook of Research-informed Education Practice and Policy (2025).
Nicole served as Editor-in-Chief of The Australian Educational Researcher from 2017 to 2022 and sits on the Editorial Boards of five scholarly journals. In 2022, she was awarded the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal for significant career-long impact on the field of education.
Further details can be found on her University profile page .
Michele Schweisfurth is Professor of Comparative and International Education at the University of Glasgow in Scotland (Emerita from January 2026). Her main research interest is pedagogy, focusing on internationally travelling policies and notions of ‘best practice’. Among her publications on this subject are three monographs and over 20 articles and book chapters.
Originally from Canada, she has worked as a teacher, teacher educator, or adult educator in six different countries, and conducted research and consultancy in many others. Past roles include editor of the journal Comparative Education, President of BAICE (2023-24), Chair of Trustees of UKFIET, Senior Research Fellow with the Education team at the UK Foreign, Commonwealth and Development Office, and Director of the Centre for International Education and Research at the University of Birmingham.
Further details can be found on her University profile page .
Katrin Poom-Valickis is a Professor of Teacher Education at the Institute of Educational Sciences, Tallinn University. Her research focuses on teacher professional development, student teachers’ learning processes, and the factors shaping the development of professional identity.
She has led and contributed to national and international projects aimed at strengthening evidence-informed teacher education and enhancing the teaching profession. As an active voice in educational discourse, she collaborates with schools, policymakers, and international partners to bridge research and practice.
She has played a significant role in launching the induction year programme for novice teachers and in developing the Estonian Teacher Professional Standard. She has also been an advocate for strengthening teachers’ research competencies and integrating action research into teacher education as a means of fostering reflective, inquiry-based professional practice.
Piotr Zamojski is a professor of education at the Faculty of Humanities and Social Sciences of the Polish Naval Academy in Gdynia. His research concerns mainly educational theory and philosophy of education.
He has authored five books, including two written in collaboration with Naomi Hodgson and Joris Vlieghe (Manifesto for a Post-Critical Pedagogy, Punctum Books 2017), and with Joris Vlieghe (Towards an Ontology of Teaching. Thing-centered pedagogy, affirmation and love for the world, Springer 2019). The Manifesto for a Post-Critical Pedagogy sparked various debates in the field of educational theory.
Developing the post-critical perspective regarding education is the main focus of Zamojski’s current research. His last book, Education as a Public Thing (2022), reported on a decade-long participatory action research project on ‘building a public sphere around education in Poland’. Currently, he serves as a co-convener of the ECER Network 13 (Philosophy of Education).
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