By: Qiaoya Huang School of Foreign Languages and Cultures， Nanjing Normal University， Nanjing， The People’s Republic of ChinaQiaoya Huang， I am currently a lecture at Nanjing Normal University， Nanjing， China. I received funding from Humanities and Social Sciences Youth Foundation of Ministry of Education of China (Grant number 23YJC740025) and Jiangsu Province Education Scientific Planning Project (Grant number C／2023／01／140). My publications have appeared in International Journal of Bilingual Education and Bilingualism， International Journal of Multilingualism， International Journal of Applied Linguistics， and Journal of Applied Linguistics and Language Research. My research interests include teacher education， teacher professional development， and second／foreign language acquisition.

By: Mistilina Sato Ting Ma Faculty of Education， University of Canterbury， Christchurch， New ZealandMistilina Sato is a Professor in the Faculty of Education， University of Canterbury in Christchurch， New Zealand. Prior to her move to the University of Canterbury， Sato held the Carmen Starkson Campbell Chair for Innovation in Teacher Development at the University of Minnesota-Twin Cities. Her research focuses on teacher learning and development and the associated policy systems.Ting Ma is a Post-Doctoral Fellow in the Faculty of Education， University of Canterbury， New Zealand. Her research interests are metaphoric competence of language learners， metaphor in education， English literacy development， and initial teacher education.

By: Tunay Taş Şenol Namlı Uğur Gezer a Faculty of Education， Department of Foreign Language Education， Yozgat Bozok University， Yozgat， Turkeyb Faculty of Education， Department of Mathematics Education， Yozgat Bozok University， Yozgat， Turkeyc Faculty of Education， Department of Primary Education， Yozgat Bozok University， Yozgat， TurkeyTunay Taş holds a PhD in English Language Teaching from Hacettepe University. He is currently a Research Assistant at Yozgat Bozok University. His research interests include multi-competence， translanguaging， and foreign language teacher education.şenol Namlı earned his PhD in Mathematics Education from Middle East Technical University and is currently an Assistant Professor at Yozgat Bozok University. His research focuses on inclusive education and mathematics textbooks.Uğur Gezer completed his PhD in Social Studies Education from Anadolu University and is currently an Associate Professor at Yozgat Bozok University. He teaches undergraduate and

By: Jaana Nehez Ann-Christine Wennergren School of Education， Humanities and Social Sciences， Halmstad University， Halmstad， SwedenJaana Nehez is Associate Professor in Educational work at Halmstad University， Sweden. Her research focuses on professional learning， school improvement， and school leadership. Specifically， she has an interest in practices for professional learning and school improvement and how ideas are translated from one context to another. She also works as a researcher and development leader at the municipal school administration of Helsingborg， Sweden. Since January 2025， she has been working as a researcher at Malmö University， Sweden.Ann-Christine Wennergren is Associate Professor in Pedagogy at Halmstad University， Sweden. Her main research interests are based on partnerships between schools and the university concerning tools and structures for teacher professional learning and school improvement. She also works as a scientific leader at the municipal school admin

By: Jennifer Charteris Angela Page Joanna Anderson Genevieve Thraves Sarah Oluk a School of Education， University of New England， Armidale， Australiab School of Education， University of Newcastle， Newcastle， Australiac School of Education， University of Adelaide， Adelaide， AustraliaJennifer Charteris is Head of Department， Leadership， Pedagogy， Diversity and Inclusion at the University of New England School of Education. She conducts research associated with the politics of teacher and student learning and identity formation. Critical and poststructural theories inform much of her work. She researches in collaboration with educational leaders， teachers and students.Angela Page is a registered educational psychologist and works as an Associate Professor in Inclusive and Special Education at the University of Newcastle， Australia. She has worked as a secondary and specialist education teacher and advisor in New Zealand and the Pacific. Angela’s research interests are in the areas of h

By: Shwe Ye Phyo Erika Kopp a Doctoral School of Education， ELTE Eötvös Loránd University， Budapest， Hungaryb Department of Educational Theory and Management， Yangon University of Education， Yangon， Myanmarc Institute of Education， ELTE Eötvös Loránd University， Budapest， Hungaryd Faculty of Education， J.Selye Univesity， Komarno， SlovakiaShwe Ye Phyo is a Ph.D. student from Teacher Education and Higher Education Studies programme (EDiTE) under Doctoral School of Education in ELTE Eötvös Loránd University (Hungary). She is also a teacher educator at Department of Educational Theory and Management in Yangon University of Education (Myanmar). Her research focus is on teacher education programmes and their development. Her interests include various research methods， including literature review and innovative qualitative methods.Erika Kopp is a habilitated associate professor at Institute of Education in ELTE Eötvös Loránd University (Hungary). She is also affiliated with Faculty

By: Sylwia Wrona Tomasz Gajderowicz Maciej Jakubowski Faculty of Economic Sciences， University of Warsaw， Warsaw， PolandSylwia Wrona is a Ph.D. candidate at the Interdisciplinary Doctoral School under the Quantitative Psychology and Economics program at the University of Warsaw. She is affiliated with the Faculty of Economic Sciences at the University of Warsaw (Długa 44／50， 00-241 Warsaw， Poland， email: sm.wrona@uw.edu.pl)， where she also c nts’ competences， preferences， and attitudes， including aspects such as teaching and learning strategies as well as career choices. Additionally， she has a strong interest in interdisciplinary studies and frequently employs mixed-methods approaches in her research. A director of the Evidence Institute Foundation specializing in the analysis of data from international surveys (PISA， TIMSS， PIRLS).Tomasz Gajderowicz is an experienced researcher associated with the Faculty of Economic Sciences at the University of Warsaw. He is a deputy director o

By: Miranda Karjagdi Çolak Kenia Puig I Planella Athina Vrettou a School of Foreign Languages， Bursa Technical University， Bursa， Türkiyeb Department of Education， Post-Primary Languages， Dublin， Irelandc Directorate of Secondary Education of Imathia， Greek Ministry of Education， Religion and Sport， GreeceMiranda Karjagdi Çolak holds a PhD in Teaching English as a Foreign Language and is an Instructor of English as a Foreign Language at the School of Foreign Languages， Bursa Technical University. With extensive experience in post-secondary and higher education， she has dedicated many years to enhancing the professional development of teachers. Her research interests encompass effective teaching and training methodologies， teacher and learner identity， and quality assurance practices in language education. Over the past few years， she has focused on plurilingual education and works to help teachers adopt these practices in their classrooms. She is passionate about exploring innovati

By: Vasileios Symeonidis Ainat Guberman Rebecca Cooper a University of Education Freiburgb MOFET Institutec Monash University

By: Linda Evans Manchester Institute of Education， University of Manchester， Manchester， UKLinda Evans is (full) professor of education at the University of Manchester in the UK， where she is currently the deputy head of the School of Environment， Education and Development. Her research is located in the broad field of working life in education contexts， and incorporates foci on， inter alia， professionalism， professional development， researcher development， workplace attitudes， and leadership. She is known for having developed original theoretical perspectives and conceptualisations， including conceptual models of the componential structures of professionalism and professional development.