PÄDAGOGISCHE HOCHSCHULE WEINGARTEN (http://www.ph-weingarten.de/)
The University of Education Weingarten is a state university in Baden-Württemberg, Germany. It offers undergraduate and graduate teacher education programs and also provides Bachelor of Arts and Master of Arts programs in various other fields of education. In autumn 2016 about 3400 students attend university. Within the structure the University of Education Weingarten provides four research centers (Primary Education, Secondary Education, Adult Education and Regionalism and School History) and maintains 42 partnerships in 28 countries.
Prof. Dr. Katja Kansteiner (Germany) is an expert on school leadership and professional development. She also does research and teaching on gender-sensitive and diversity oriented perspectives in school leading, teaching and learning. She runs the international program Master School Development and teaches in all BA and MA programs. In her first profession she is a teacher. At present Prof. Dr. Katja Kansteiner is the coordinator of the department of Educational Science at the University of Education Weingarten, in charge of the field of school pedagogy and member of the research center of Adult Education.
Christoph Stamann, M.A. (Germany) is both a member of the department of Educational Science and the research center for adult education at the University of Education Weingarten. He is working on questions concerning professional development of students, teachers and heads, connected to school development. In this context he is also doing research in the field of governance and leadership in the school system. Together with his colleague Markus Janssen he runs a research group on qualitative content analysis.
EUROPEAN UNIVERSITY CYPRUS (http://www.euc.ac.cy/)
European University Cyprus developed out of Cyprus College, which was founded in 1961 by Ioannis Gregoriou. Today EUC is a modern university, operating six Schools, namely, the School of Arts and Education Sciences, the School of Business Administration, the School of Humanities and Social Sciences, the School of Sciences, the Medical School, and the School of Law. The University belongs to Laureate International Universities, a US-based worldwide network of institutions of higher education founded in 1998. With a membership of over 80 accredited campus-based and online institutions in 28 countries throughout the Americas, Europe, Asia, Africa and the Middle East, the network encompasses more than 150 individual campuses and over 1,000,000 students worldwide. European University Cyprus is actively engaged with local, regional and global partners to promote opportunities for long-term strategic research partnerships and innovative programs of study. The mission of the university is to educate our students for successful careers and life achievement, to understand and serve the needs of our society, and to create knowledge through research and innovation. During the last decade, the University has developed an intense research action in a wide spectrum of ICT, Health, and Socioeconomic Sciences and Humanities through coordination or participation in national, international and European Union-funded research programs. Sources of funding for research conducted by faculty members include the Horizon2020, Erasmus+, 7th Framework Program, Life-Long Learning 2007-2013, Directorates General of the European Commission, the Cyprus Research Promotion Foundation, United Nations, governmental bodies and others.
Loucas Louca is an Associate Professor of Science Education at the European University Cyprus and the Director of the Inquiry in Science and Math Education Research Group. Loucas has a long-standing interest in supporting professional teacher development. He also brings in broad expertise in cooperating in various EU projects. His research interests focus on student abilities for inquiry in science, and on teachers’ instructional strategies for promoting student inquiry in science as well as teacher’s responsiveness for student abilities for scientific inquiry. He has been involved in several nationally funded projects as well as European funded project focusing on student thinking in science, teacher professional development, development of curriculum materials, promoting opportunities for gender balance in science education, and promoting inquiry-based teaching and learning in science. He is also interested in the use of authentic videotaped lessons as tools for teachers’ pre-service and in-service professional development.
UNIVERSITY OF MALAGA(UMA) (http://www.uma.es/)
The University of Malaga (UMA) is one of Spain's premiere institutions of higher learning (world ranking: 344) . Since its foundation back in 1972, UMA has rapidly expanded its international presence and prestige. The Faculty of Education is committed to an inclusive approach to schooling, and extensive research has been performed in this area. One of the new roles school leaders are being asked to play is to work beyond their school borders to contribute to the success of the system as a whole. Effective education leadership makes a difference in improving learning, reducing early school leavers and in implementing the right to education.
Carmen Sanchidrián is Professor of Theory and History of Education at the University of Málaga. She holds a Master’s degree and a Ph.D. in Philosophy and Science of Education (1980 and 1985) (both from the Complutense University, Madrid). Her current research interests focus on inquiry learning in teachers' training/education and on new ways of teaching, learning and presenting changes and continuities in the European development of Education. She has been involved in several research projects and has published numerous papers and articles in these fields of study.
Elvira Barrios is a Senior Teacher of English as a Foreign Language teaching at the University of Málaga. She holds a Master’s Degree in Teaching English as a Foreign Language from the University of Reading (UK) and a Ph.D. in English from the University of Granada (Spain). Her current research interest includes teachers’ and learners’ perceptions and conceptions about language learning, multisensory language teaching, CLIL and reflective teaching and learning in teacher education. She teaches workshops in differentiated instruction aimed at in-service teachers organised by the Andalusian network of teachers’ centres.
PAEDAGOGISCHE HOCHSCHULE VORARLBERG (PHV) (http://www.ph-vorarlberg.ac.at)
University College of Teacher Education in Vorarlberg (Austria). Apart from providing the initial education of the future generation of teachers in Vorarlberg and the continuous and further in-service training of all active members of the teaching profession, the University College of Teacher Education in Vorarlberg also trys to enable acting teachers to acquire a higher academic degree through the Masters Degree programmes on offer. It is a place of teaching, learning and research for the education sector. At the University College of Teacher Education in Vorarlberg teachers are trained for primary, secondary and vocational education. The University College was inaugurated in 2007. On average there are about 500 students in pre-service, about 3500 teachers in in-service or further training each year. Approximately 100 teachers are employed at the PHV.
Prof. Mag. Dr. Peter Theurl. University College of Teacher Education. Head of Department (Institutsleiter). Former teacher and headmaster. Developed and wrote thecurriculum for Headteachers Training, which includes Professional Learning Communities. Works actually with two groups of heads in the field of school development
NORGES TEKNISK-NATURVITENSKAPELIGE UNIVERSITET (NTNU) (http://www.ntnu.edu/)
The Norwegian University of Science and Technology (NTNU) has 40 000 students, 6500 emploies. Department for Teachers Education is the largest teacher educaiotn in Norway, and educates 750 graduate student teachers per year (year 1 - year 13) , as well as further education and in-service courses for teachers, several master programs and one ph.d. program. It also host the national principal training program.
Anne Berit Emstad (N) is an associate professor in school leadership, and an active researcher in the field school and school development. She is a part of the research group Leadership and learning, which has published several articles and books about leadership and student learning, and Emstads research has been about professional learning communities (PLC) and leadership role in school evaluation. She has been the student of professor VIviane Robinson, and is pursuing Robinson's ideas about open to learning conversations (OTL).
ΤHE MUNICIPALITY OF LINKÖPING (http://www.linkoping.se/)
Linköping - where ideas come to life. Linköping is one of Sweden's fastest growing cities. The population is constantly increasing and we are now 153 000 nhabitants. We are currently Sweden's fifth largest city and a part of the expansive East Sweden Business Region. For decades the city has been characterized by world-class high technology in the fields of aviation, IT and the environment.
Education and innovation: In Linköping there is a strong force of innovation especially in Mjärdevi Science Park, which is one of Europe's leading technology parks with 6 000 employees in 300 companies. The focus areas in the park are visualization, modeling and simulation, connectivity and mobile broadband, vehicle safety and security systems. Our highly ranked university is situated next to Mjärdevi Science Park and holds more than 27 000 students. We also have a university hospital with highly specialized medical treatment and research. In Linköping there are both municipal and private employers. The municipality is one of the largest, with over 8 000 employees.
Patrik Landström Director of education in charge of professional learning for heads. Former head with great experience of using PLC. Lecturer in school development, with a strong focus on professional learning and collaborative learning.
Malin Westlund Head of T1-schools. Lecturer in school development and group leader in a PLC-group with heads. Successful in using professional learning as a tool for school development.