by Rosie BoparaiMichelle Darlingtona Cambridge Centre for Social Innovation, Cambridge Judge Business School, University of Cambridge, Cambridge, UKb The Open University Business School, Faculty of Business and Law, The Open University, Milton Keynes, UKRosie Boparai: With a background in physics and computer science, Rosie is an experienced leader and educator, specialising in building communities and digital networks and in leading computer science, mathematics and physics pedagogy. She is a graduate of the MSt in social innovation at the University of Cambridge, where she focused upon teacher-led organising as a driver for innovation and systems change. Her present PhD research is located in the department of strategy and marketing at The Open University, where she is researching a global organisation navigating change, with a focus on tensions in strategic decision making. Rosie is also a board member of Journal of Physics Education, and a Graduate Research Associate at the Cambridge Centre for Social Innovation.Michelle Darlington: Michelle is Head of Knowledge Transfer at the Cambridge Centre for Social Innovation and holds a PhD in drawing and cognitive psychology. Her work applies cognitive principles to education, facilitation and research methods. She has written and edited academic publications on drawing, visual literacy arts integration, and social innovation. She is co-founder of the Thinking Through Drawing project, a research network and professional development provider that focuses on creativity and visual literacy in education and research.

by William SandyInformation System and Technology Study Program, Institut Teknologi dan Bisnis Sabda Setia, Pontianak, Indonesia.William Sandy is a professional education specialist with rich experience of working in teaching and learning and the education management, particularly in Christian education. Lifelong learner with strong background in English as a Second Language (ESL) teaching and learning, Early to K-12 education as well as tertiary education, curriculum and instructional development, and educational research.

by Francisco Javier Gil-EspinosaIván López-FernándezCristina Cadenas-SanchezRafael Burgueñoa Department of Languages, Arts and Sport, Faculty of Science Education, University of Málaga, Málaga, Spainb Department of Physical Education and Sports, Faculty of Sport Sciences, Sport and Health University Research Institute (iMUDS), University of Granada, Granada, Spainc Department of Education, University of Almería, Almería, SpainFrancisco Javier Gil-Espinosa is a lecturer in the Faculty of Education Sciences at the University of Malaga (Spain) and holds a PhD from the University of Granada. He is currently working in the Department of Languages, Arts and Sport, with previous professional experience in teaching and school management in secondary education in Spain. His main line of research is on educational instruction, although he presents others such as quality physical education, teacher professional improvement and curricular issues.Iván López-Fernández holds a PhD in Pedagogy and is a lecturer at the University of Malaga (Spain), in the Faculty of Education Sciences (Department of Languages, Arts and Sport). Prior to coming to University of Malaga, he worked as municipal manager in Torremolinos (Spain). His research focuses on teacher training, physical education teacher education and higher education.Cristina Cadenas-Sanchez has double bachelor degree: education and sport sciences. Both the degrees and PhD were carried out at the University of Granada. She is currently a Marie Curie postdoctoral fellow at Stanford University and University of Granada. Her research is focused on physical education and its relationship with health.Rafa Burgueño holds a Phd on (Physical) Education at the University of Almeria and is a lecturer at the University of Malaga (Spain). His main research interests are the analysis of the (de-)motivating styles from the teacher on students’ motivation and learning-related outcomes in physical education.

by Bernardita MorenoLizana OberholzerDeborah OuthwaiteVivienne Porritta Faculty of Education, The University of Melbourne, Australiab Faculty of Education, Health and Wellbeing, University of Wolverhamptonc Department of Social Policy, London School of Economicsd Global Strategic Leader of WomenEd

by Fei WangFaculty of Education, Department of Educational Studies, University of British Columbia, Vancouver, CanadaDr Fei Wang is an associate professor at the Faculty of Education at the University of British Columbia. His research interests include educational leadership and administration, social justice and diversity, educational organization and policy studies, and international and comparative education.

by Norma GhamrawiTarek ShalNajah A.R. Ghamrawia Educational Leadership & Management, College of Education, Qatar University, Doha, Qatarb Social and Economic Survey Institute (SESRI), Qatar University, Doha, Qatarc Educational Psychology, Faculty of Education, Lebanese University, Beirut, LebanonProfessor Norma Ghamrawi is a full professor of educational leadership & management at the College of Education in Qatar University. She has an international experience with educational development across the MENA region.Dr Tarek Shal is an Assistant Professor of Educational Technology at the Social & Economic Survey Institute (SESRI) at Qatar University. He has an international experience with educational development across the MENA region.Professor Najah Ghamrawi is a full professor of educational psychology at the Faculty of Education of the Lebanese University. She has experience in training and capacity building in Lebanon and some Arab States.

by Rania SawalhiEsther Dominique KleinPaul Campbell

by Paula GuerraXimena PobleteMery RodriguezDaniela Figueroaa Faculty of Education, Universidad Católica Silva Henriquez, Santiago, Chileb Faculty of Education, Universidad Alberto Hurtado, Santiago, Chilec Teacher Development Department, Universidad de las Américas, Santiago, Chiled Faculty of Education, Psychology and Family, Universidad Finis Terrae, Santiago, ChilePaula Guerra is a faculty member of the Graduate School of Education at Universidad Católica Silva Henríquez, and a researcher of the Research Centre for Socio-Educational Transformation. PhD in Education Sciences from Pontificia Universidad Católica de Chile. Her research focuses on teachers' professional development and learning, early childhood education, collaboration and professionalism, and reflective practice.Ximena Poblete is a Senior Lecturer of the Faculty of Education at Universidad Alberto Hurtado, and an Associate Researcher at the Centro de Estudios Primera Infancia (CEPI) - Chile. PhD in Education from University College London. Her research focuses on early childhood education and care, teachers' professional identity, and gender.Mery Rodriguez is Associate researcher at the Teaching Development Department of the University of the Americas (Chile). PhD in Education Sciences from Pontificia Universidad Católica de Chile. Her research focuses on education on gender and sexualities, diversities, educational ethnographies, interculturality in education, and reflective practice.Daniela Figueroa is a faculty member of the Faculty of Education, Psychology and Family at the University Finis Terrae, where she teaches undergraduate students of ECE. She is an early childhood educator from the University of Chile and PhD in Education from the UCL Institute of Education, London. Her research focus is on Professional Learning Communities of teachers and ECE leadership.

by Márta Héreginé NagySándor LénárdLászló HorváthNóra Raposa Doctoral School of Education, ELTE Eötvös Loránd University, Budapest, Hungaryb Institute of Education, ELTE Eötvös Loránd University, Budapest, HungaryMárta Héreginé Nagy is a second-year doctoral student at the Doctoral School of Education of Eötvös Loránd University. Her doctoral research is on the professional learning of middle leaders and their role in supporting teachers’ learning. In addition to the doctoral studies, she has been a full-time head teacher at Géza Gárdonyi Primary School in Ács since 2013. She has a teaching degree, several teaching college degrees, two university degrees and a professional qualification as a teacher leader in public education.Sándor Lénárd is an associate professor at Eötvös Loránd University Faculty of Education and Psychology (Institute of Education) As a university teacher, he works in teacher education, educational science programmes and school leadership trainings. His research interest covers educational innovations, adaptive pedagogy, formative assessment and organisational and leadership research.László Horváth is an economist-andragogue and works as an assistant professor at ELTE PPK Institute of Education. He received his PhD in 2019. His research focuses on the leadership and management issues of educational institutions, mainly on the study of learning organisational behaviour. He teaches in teacher education and teacher CPD, pedagogy and human resources counsellor programmes.Nóra Rapos is an associate professor with habilitation at the Institute of Education at the Faculty of Education and Psychology at Eötvös Loránd University (ELTE) in Budapest. Head of Teacher Training at the ELTE Faculty of Pedagogy and Psychology and one of the lecturers in teacher education and teacher training. Her research and publications focus on teacher professional development and learning, international comparisons of teacher education and support for adaptive learning processes. In addition to her teaching and research activities, she participates in national professional organisations for the development of teacher education and in institutional development processes. She is a leader and member of several grant projects that interpret individual, meso- and macro-level processes of teacher learning. She is a member of scientific communities, participates in international conferences and professional collaborations. Also she is the editor-in-chief of the double blind peer-reviewed scientific journal called: Teacher Education and Learning.

by Charles F. WebberJodi NickelSarah HamiltonDana Braunbergera Department of Education, Mount Royal University, Calgary, Canadab Werklund School of Education, University of Calgary, Calgary, Canada