GLOB ALIZATION AND TEACHER EDUCATION IN THE BRICS COUNTRIES: THE POSITIONING OF RESEARCH AND PRACTICE, PROMOTION OF INTEGRATION OF UNIVERSITY - SCHOOL SYSTEMS Abstract………………………………………………………………………2 Research Topic and Plan……………………………………………………2 Significance of the research worldwide………………………………..2 Research Field Gaps……………………………………………………4 Goals and Objectives of the WERA-IRN………………………………4 Work Plan…………………………………………………………………….5 Outcomes Expected from Establishing an IRN……………………….5 Duration and Timetable………………………………………………..5 Initial Participants List……………………………………………………….6 Leadership and Outreach Plan to Extend Membership……………………..8 References…………………………………………………………………….9 Curriculum Vitae as attachment……………………………………………..10

GLOB ALIZATION AND TEACHER EDUCATION IN THE BRICS COUNTRIES: THE POSITIONING OF RESEARCH AND PRACTICE, PROMOTION OF INTEGRATION OF UNIVERSITY - SCHOOL SYSTEMS

Abstract Universities are currently expanding in the countries belonging to BRICS group (Brazil, , India, China and South Africa), and this fact has an impact in policies regarding teacher education, for the countries implicated. Forty per cent of the young population of the world live in the BRICS countries. The proposed WERA-IRN intends to reveal the processes that have been occurring in those countries regarding the positioning of research and practice, as well as integration between higher education institutions and basic schools, especially when dealing with teachers‘ professional development. The main questions that this IRN will pursue are:  how is this expansion movement transforming teacher education, at micro and/or macro levels, in BRICS countries?  what is the balance between national and global influences in these processes of change? The proposal has representations from all the countries in this group and we hope to add knowledge about initiatives that can improve teachers‘ education as an ongoing process.

Research Topic and Plan Significance of the research worldwide

The processes of globalization, international integration have a strong impact on the system of teacher education in different countries of the world: new agents are involved in the process of teacher education, its universitization is increasing, the content of teacher education is being transformed, new educational technologies are being developed, innovative assessment systems and the future and in-service teachers‘ accreditations are being created, the transformation of the classical model of didactics into digital didactics is carried out. The above trends are challenges to the pedagogical education system in different countries of the world, as well as in BRICS countries, since they require new algorithms of actions, complicate communication processes, and acutely actualize the issue of increasing the competence potential of all participants in the teacher education process. Each country, each national education system is distinguished by its specific and typical, variable and invariable. Except for Russia, the other three countries' enrollment, together, grew by 226% in 10 years. They went from 16.5 million in 1999 to 54 million in 2009 (UNESCO, 2015). The most significant increase occurred in China, where enrollment grew 382%, whereas, in Brazil, this increase reached 177%, and in India, 170%. Global enrollments in this same period went from 94.5 million to 164.5 million, registering an increase of 74%. Thus, it should be noted that the expansion of enrollments in the Group countries was approximately three times higher (226%) than the world average (74%). (Thiengo & Bianchetti, 2019) When comparing higher education in the BRICS‘ countries we notice that there are some marked differences. According to Carnoy et al. (2013), Brazil is the only one that offers free public higher education and that has religious universities. Indian private institutions are powerful and, like Brazil, usually offer low-quality primary education. However, only India and Brazil adopt affirmative action policies. From a comparative point of view, while Russia and China prioritize creating a small number of world-class universities that are at the top of international classifications, India and Brazil adopt more democratic positions, trying to guarantee a minimum quality that applies to all its institutions (Verhine, 2017). While India guarantees its universities' prestige through the selection of its students, in Brazil, the institutions that stand out the most in the international academic community are due to their graduate programs' prestige. (Verhine, 2017). When carrying out comparative research on the basis of contrasting the unique and the general, the priority is searching a special universal methodology that will allow you to act effectively in different contexts, will ensure the quality of a modern teacher education. An analysis of trends in the development of the teacher education system in BRICS countries testifies in favor of the presence of a dual problem in the teachers education: on the one hand, there is a large shortage of teachers, on the other hand, a decrease in their level of professionalism (Ozga & Lawn, 2017; Xuehui, 2018; García & Weiss, 2019; Handayani & Gafur, 2020). The above problem in a special way at the international level actualizes the priority of the teacher education system development in order to attract motivated young people to this profession, of improvement of the quality of education by strengthening practical orientation, of the connection between theory and practice, which in turn determines the process of transformation of initial and post-university pedagogical education. The professional training of teachers within the walls of a classical university is acquiring special significance today. The peculiarities of university teacher education are considered in the works of such scientists as L. Darling-Hammond, C.J. Craig, G. Whitty, E. Ҫakiroglu, J. Ҫakiroglu and others. Researchers subject to comparative analysis the models of organization of teacher education in higher education in different countries of the world (Tatto et al., 2017; Menter et al., 2017), the methodology of school-university partnership (Grudnoff et al., 2017; Willis et al., 2018; Sewell et al., 2018), the clinical format of training future and in- service teachers (Conroy et al., 2013; Darling-Hammond, 2014), the principles and approaches used by universities to productively combine theory, practice and research in teacher education ( Goodnough et al., 2016; Valeeva & Gafurov, 2017; Darling-Hammond, 2017). Our work seeks to examine these trends contextually, historically, theoretically, and empirically to illuminate how teacher education systems are being implemented both at the level of a single university (institutional level), city, region (regional level), and at the country level (national level), and at the level of BRICS countries (international level). The level determines the nature of the pedagogical education system, the ratio of global and national features, forms a unique picture of the educational process. In this regard, it is especially important to study and analyze authentic teacher education practices in an intercountry space, to identify the adaptive educational potential of international systems for practical teacher education, to develop a methodology for the trans- educational transfer of models of school-university partnership, as well as mechanisms, algorithms for combining theory, practice, policies, and research.

Research Field Gaps

International studies of teacher education systems, their comparison in a global context, determination of their effectiveness in training a competent teacher can be carried out at the level of analysis of the historical and pedagogical prerequisites of their formation and development, identification and substantiation of advanced authentic models of teacher professional training in the context of globalization, implemented on different levels (institutional, regional, national). It seems important to typologize effective models of practical training of teachers (organizational structure, content, technologies, assessment system, agents, external and internal factors, pedagogical conditions for implementation) with the identification of the level of conjugation of theory, practice, policy and research, the formulation of mechanisms and algorithms for their conjugation. The priority of the research group working on this project is the scientific substantiation of the adaptive potential of international systems for the practical training of teachers in the context of globalization, as well as the development of a unique methodology for the trans-educational transfer of experience in the implementation of school- university partnership.

Goals and Objectives of the WERA-IRN

We aim to carry out a historical and pedagogical analysis of the formation of international systems of practice-oriented training of teachers in order to identify advanced authentic models of organizing teacher education in the context of globalization; to typologize effective models of practical training of teachers in partner countries with the definition of the level of conjugation of educational policy, theory, practice and research in the systems being analyzed; to scientifically substantiate the adaptive educational potential of international systems for the practical training of teachers in the context of the globalization of education; to develop for implementation in practice a methodology for the trans- educational transfer of promising experience in the implementation of models of school-university partnership, as well as mechanisms, algorithms for combining theory, practice and research

We expect that the review of the state of knowledge and the development of research capacity will evolve in a parallel manner. At the end of our work we will be able to chart and pursue new research directions.

Work Plan

Our work is first and foremost collaborative and capacity building (see Tatto, 2011). The literature review and our empirical work will be developed in collaboration with the participating countries. Data collection and analysis will be done by each of the countries. The participating scholars will develop their own research teams and guide the study in their countries. For the empirical work part of the project the International Study Center lead by Menter, Valeeva and Prata- Linhares will assist participating international scholars in carrying out a sound study, and will coordinate the empirical work such as instrument development, sampling design and analysis to make sure the data are of high quality and comparable. The intention is to work with participants to develop evidence-based knowledge for decision making.

Outcomes Expected from Establishing an IRN

The following are the outcomes we expect from collaboration in this network: 1. A state of the art review bringing together historical and theoretical trends for each country, and a synthesis review that brings these views together under a comparative framework. 2. The development of research questions and proposals to empirically explore the consequences of current approaches to learning to teach in each country. We will begin with small scale quantitative or qualitative studies to explore these questions. 3. We will develop a joint research proposal, using what we learned, to seek funds for a larger international and comparative study. We expect that the outcomes of the work we will do in this WERA-IRN will support the development of stronger research-based policies and practices related to the preparation, development, and success of teachers and their students.

Duration and Timetable

We have programmed our work for five years. We expect with WERA support, to expand the initial composition of the group and meet frequently virtually and face- to-face, make our work visible, recruit a significant number of countries, and obtain funding for a larger study. We will publish in local journals in each country and in international and comparative journals as well. We expect to publish a special issue in journals such as the Journal of Teacher Education, Teaching and Teacher Education, and similar others, and publish a number of books with the country and comparative results. With WERA support we would be able to attend WERA, EERA, BERA, AERA, CIES and other similar meetings to share the results of our efforts.

Work Plan Core YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Activities Recruitment

Collaborative design of state of the art review Collaborative development / write up of state of the art review Collaborative design of research plan Collaborative implementation of research plan & data collection Analysis of results and journal / book write up Publication and / or conference presentations Monthly virtual meetings

Ten meetings face-to-face (two every year of the project) during WERA, BERA, EERA, AERA, CIES

Initial Participants List:

Ian Menter (Leader for the International Team) Emeritus Professor of Teacher Education, University of Oxford, UK Senior Research Associate, Federal University, Russia Honorary Professor, University of Exeter Visiting Professor, University of Ulster Visiting Professor, Bath Spa University [email protected]

Roza Valeeva (Co-leader for the International Team) Professor , D.Sc. of Pedagogic Sciences, Head of the Pedagogy Department at the Institute of Psychology and Education in Kazan ( Region) Federal University, Kremlevskaya 18, Kazan, 420021, Russia. E-mail: [email protected]

Martha Prata-Linhares (Co-leader for the International Team) PhD in Education, Associate Professor Federal University of Triângulo Mineiro Uberaba, Minas Gerais. Av. Randolfo Borges Júnior, 1400 – Uberaba- M.G.- Brazil [email protected] or [email protected]

PARTICIPANTS AND IN COUNTRY LEADERS IN ALPHABETICAL ORDER

Helena Amaral Fontoura Full Professor State University of Rio de Janeiro Rio de Janeiro, Brazil [email protected]

Maria Alzira Almeida Pimenta Associate Professor University of Sorocaba Rodovia Raposo Tavares, Km 92,5 Brazil [email protected]

Tatiana A. Baklashova PhD in Pedagogy, Associate Professor, International Relations Deputy Director, Institute of Psychology and Education, Kazan (Volga Region) Federal University, Kremlevskaya 18, Kazan, 420021, Russia. [email protected]

Aydar Kalimullin Professor , D.Sc. of Historical Sciences, Head of the Institute of Psychology and Education in Kazan (Volga Region) Federal University, Kremlevskaya 18, Kazan, 420021, Russia. E-mail: [email protected]

Liliia Latypova PhD in Pedagogy, Associate Professor, Department of Foreign Languages and Professional Communication, Institute of Management, Economics and Finance Kazan (Volga Region) Federal University, Kremlevskaya 18, Kazan, 420021, Russia. E-mail: [email protected]

Li Qiong Associate Professor Institute of Teacher Education, Faculty of Education, Beijing Normal University No. 19, XinJieKouWai St., HaiDian District, Beijing 100875, P. R. China Email：[email protected]

Samuel Ouma Oyoo PhD, Research Fellow University of South Africa Associate Professor Department of Science and Technology Education Nkoana Simon Radipere Building (7-07) University of South Africa South Africa [email protected]

Balwant Singh Professor Panjab University, Chandigarh Director, PCE, Ludhiana, Punjab. India [email protected]

Leadership and Outreach Plan to Extend Membership

The three leaders have an extensive network in all regions of the world. Ian Menter is Emeritus Professor of Teacher Education, University of Oxford and was the President of the BERA, has been president of the SERA, and Council member of the EERA, and the WERA, Visiting Professor at Bath Spa University and , Honorary Professor at University of Exeter Roza Valeeva is the Member of the Board of the International Korczak Association (IKA), Member of the Association for Teacher Education in Europe (ATEE). She is the national representative in the International Study Association on Teachers and Teaching (ISATT). Editorial Board member of the Journal of Advances in Higher Education (JAHE). Review Editor in Teacher Education, part of the journal(s) Frontiers in Education. Editor in Chief of the journal Education and Self Development. Martha Prata-Linhares has been Regional Vice President Latin America and the Caribbean, International Council on Education for Teachers (ICET) (2013-2020) and is Vice Coordinator of the UFTM Stricto sensu Graduate Programs.

Together these three individuals and their colleagues from the 5 countries listed in this proposal will make a strong team, well-able to attract emergent scholars and advanced graduate students. We will ask colleagues that have agreed to participate to invite colleagues who will strengthen our team.

Colleagues will be invited to actively participate in an international and interdisciplinary group of scholars involved in intense collaborative scholarly work accompanied by a program of research publications and presentations in conferences.

References Ҫakiroglu, E., & Ҫakiroglu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264. Carnoy, M.; Loyalka, P.; Dobryakova, M.; Dossani, R.; Frouumin, I.; Kuhns, K.; Tilak, B. G., & Wang, R. (2013). University expansion in a changing global economy: Triumph of the BRICS? Stanford, CA: Press. Conroy, J., Hulme, M., & Menter, I. (2013). Developing a ‗clinical‘model for teacher education. Journal of Education for Teaching, 39(5), 557-573. Craig, C. J. (2016). Structure of teacher education. In International handbook of teacher education (pp. 69-135). Springer, Singapore. Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. John Wiley & Sons. Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561. Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European journal of teacher education, 40(3), 291-309. García, E., & Weiss, E. (2019). The Teacher Shortage Is Real, Large and Growing, and Worse than We Thought. The First Report in" The Perfect Storm in the Teacher Labor Market" Series. Economic Policy Institute. Goodnough, K., Falkenberg, T., & MacDonald, R. (2016). Examining the nature of theory-practice relationships in initial teacher education: A Canadian case study. Canadian Journal of Education, 39(1), 1. Grudnoff, L., Haigh, M., & Mackisack, V. (2017). Re-envisaging and reinvigorating school–university practicum partnerships. Asia-Pacific Journal of Teacher Education, 45(2), 180-193. Handayani, N. F., & Gafur, A. (2020). Professionalism of Civics Teachers Facing Educational Challenges in the Era of the Covid-19 Pandemic. International Journal of Multicultural and Multireligious Understanding, 7(10), 527-534. Menter, I., Valeeva, R., & Kalimullin, A. (2017). A tale of two countries–forty years on: politics and teacher and England. European Journal of Teacher Education, 40(5), 616-629. Ozga, J. T., & Lawn, M. A. (2017). Teachers, professionalism and class: A study of organized teachers (Vol. 42). Routledge. Sewell, A., Cody, T. L., Weir, K., & Hansen, S. (2018). Innovations at the boundary: An exploratory case study of a New Zealand school-university partnership in initial teacher education. Asia-Pacific Journal of Teacher Education, 46(4), 321-339. Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, pp. 495-516. Tatto, M. T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2017). Learning to teach in England and the United States: The evolution of policy and practice. Routledge. Thiengo, L. C.; Bianchetti, L.. (2019). Higher education in BRICS: aspiration for excellence? Educação Unisinos. 23(3): 488-504, julho-setembro 2019. https://doi.org/10.4013/edu.2019.233.07 UNESCO science report, towards 2030: executive summary. (2015) Valeeva, R. A., & Gafurov, I. R. (2017). Initial teacher education in Russia: connecting theory, practice and research. European Journal of Teacher Education, 40(3), 342-360. Verhine, R. E. (2017). Educação superior sob uma ótica comparada. Revista Brasileira De Pós-Graduação, 14, 1-5. https://doi.org/10.21713/2358- 2332.2017.v14.1467 Whitty, G. (2014). Recent developments in teacher training and their consequences for the ‗University Project‘in education. Oxford Review of Education, 40(4), 466- 481. Willis, L. D., Grimmett, H., & Heck, D. (2018). Exploring cogenerativity in initial teacher education school-university partnerships using the methodology of metalogue. In Educating future teachers: innovative perspectives in professional experience (pp. 49-69). Springer, Singapore. Xuehui, A. (2018). Teacher salaries and the shortage of high-quality teachers in China‘s rural primary and secondary schools. Chinese Education & Society, 51(2), 103-116.

Curriculum Vitae as attachment

Ian Menter, AcSS: Curriculum Vitae

Current Post Emeritus Professor of Teacher Education, University of Oxford, UK Senior Research Associate, , Russia

Previous posts 2004-2012 Professor of Teacher Education, School of Education, University of Glasgow, leader of the research group: Pedagogy, Policy and Practice, Deputy Dean (research) 2005-2009 2001-04 Professor of Education, University of Paisley 1996-2001 Head of School of Education, University of North London (now London Metropolitan) 1987-1996 University of the West of England, Bristol, Faculty of Education, including: 1995-6 Head of Research and Staff Development

Honorary titles and awards Visiting Professor at Bath Spa University and Ulster University Honorary Professor at University of Exeter Academician of the Academy of Social Sciences, 2009 Fellow of the Royal Society of Arts, 2010 John Nisbet Fellowship (BERA) 2020

Membership of professional and community bodies President, British Educational Research Association, 2013-15 Scottish Educational Research Association 2005-07 elected President (now Life Member) Council member of the European Educational Research Association (2006-11) and the World Educational Research Association (2008-2012)

Recent Publications Books 2016 Teacher Education in Times of Change Bristol: Policy Press (The Teacher Education Group) 2017 Peters, M., Cowie, B and Menter, I. (eds.) A Companion to Research in Teacher Education Research. Singapore: Springer 2018 Tatto, M.T., Burn, K., Menter, I., Mutton, T. and Thompson, I. Learning to Teach in England and the USA: the evolution of policy and practice, London: Routledge. 2018 Childs, A. and Menter, I. (eds.) Mobilising Teacher Researchers: challenging educational inequality, Routledge 2019 Tatto, M.T. and Menter, I. (eds.) Knowledge, Policy and Practice in Teacher Education - A Cross-National Study. London: Bloomsbury. 2021 Mayer, D. and Menter, I. (Eds.) Becoming a Teacher Education Researcher. St Albans: Critical Publishing. Journal articles Childs, A. and Menter, I. (2013) Teacher education in the 21st Century in England: a case study in neo-liberal policy Revista Espanola de Educacion Camparada (Spanish Journal of Comparative Education) 22, 93-116. ISSN 1137-8654 Menter, I., Valeeva, R. and Kalimullin, A. (2017) A tale of two countries – forty years on: politics and teacher education in Russia and England. European Journal of Teacher Education. 40, 5, 616-629. Whiting, C., Whitty, G., Menter, I., Black, P., Hordern, J., Parfitt, A., Reynolds, K. and Sorenson, N. (2018) Diversity and Complexity: Becoming a teacher in England in 2015-16. Review of Education 6, 1, 69-96. Menter, I. (2018) Defining teachers' professional knowledge: the interaction of global and national influences. Education and Self-Development.13, 1, 32-42. Loughran, J. and Menter, I. (2019) The essence of being a teacher educator and why it matters, Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2019.1575946 Menter, I. (2019) Changing world, changing teacher education: a tribute to Geoff Whitty (1947-2018) European Journal of Teacher Education. DOI: 10.1080/02619768.2019.1695773 Ian Menter & Maria Assunção Flores (2020) Connecting research and professionalism in teacher education, European Journal of Teacher Education, DOI: 10.1080/02619768.2020.1856811

Roza Valeeva: Curriculum Vitae

Current Post Full professor, Head of Pedagogy Department, Institute of Psychology and Education Kazan (Volga region) Federal University, Russia

Education Kazan State Pedagogical University D.Sc. of Pedagogic Sciences 1997 Kazan State Pedagogical University PhD (Candidate) Degree 1982 Kazan State Pedagogical University Teacher of the English and German languages 1976

Previous posts 1997- 2020 Professor of Teacher Education, Deputy Director for International Cooperation Institute of Psychology and Education, Kazan (Volga region) Federal University 1987-1997 Associate Professor, Kazan State Pedagogical University, Department of Education

Honorary titles and awards Honored Scientist of the Republic of . Honored Worker of Higher Professional Education.

Membership of professional and community bodies The President of Janusz Korczak Society in Russia member of the Board of the International Korczak Association (IKA). She is the national representative in the International Study Association on Teachers and Teaching (ISATT). Member of the Americal Educational Research Association. Editorial Board member of the Journal of Advances in Higher Education (JAHE). Review Editor in Teacher Education, part of the journal(s) Frontiers in Education. Editor in Chief of the journal Education and Self Development

Recent Publications Books Gafurov, I., Kalimullin, A., Valeeva, R., Rushby, N. (Eds.) (2020). Developing Teacher Competences: Key Issues and values. New York: Nova Science Publishers. ISBN 9781536182279 Valeeva, R. and Kasimova R. (2020). Supplementary education in Russia. In S. Bae, J. Mahoney, S. Maschke, & L. Stecher (Eds.), International developments in research on extended education: Perspectives on extracurricular activities, after-school programs, and all-day schools. Berlin: Barbara Budrich Publishers, pp.265-284. ISBN: 9783847423355. Valeeva, R.A. & Kalimullin, A.A. (2019). Learning to Teach In Russia: A Review of Policy and Empirical Research. In Tatto, M.T. and Menter, I. (Eds.) Knowledge, Policy and Practice in Teacher Education: a Cross- National Study, pp.193-212. London: Bloomsbury Academic. Roza, Valeeva; Kalimullin, Aydar (2019). Teacher Education in Russia. In Oxford Research Encyclopedia of Education. Ed. Jo Lampert. New York: Oxford University Press, doi: http://dx.doi.org/10.1093/acrefore/9780190264093.013.446 Journal articles Gafurov I.R., Valeeva R.A., Kalimullin A.M., Sahieva R.G. Testing Practice-Oriented Master's Programme in ―Education and Pedagogical Sciences‖ (Teacher of Basic General Education). Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 5, pp. 25—37. doi:10.17759/ pse.2018230102 (In Russ., аbstr. in Engl.). Valeeva R, Baklashova T, Latypova L. (2018). Management of novice teachers? induction to the profession: Modernization of the russian school methodological system. Journal of E-Learning and Knowledge Society.Vol.14, Is.2. - P.39-50 Valeeva, R. A., & Gafurov, I. R. (2017). Initial teacher education in Russia: connecting theory, practice and research. European Journal of Teacher Education, 40(3), 342-360. Menter, I., Valeeva, R.A. & Kalimullin, A.M. (2017). A tale of two countries - forty years on: politics and teacher education in Russia and England. European Journal of Teacher Education, 40(5), 616-629. Valeeva R.A. (2018). Editorial: Professionalism of the teacher as a condition of the quality of education. Education and Self Development. Vol.13, Is.3. - P.6-11. Valeeva R.A. (2018). Editorial: Professionalism of the teacher as a condition of the quality of education. Education and Self Development. Vol.13, Is.3. - P.6-11.

Martha Maria Prata-Linhares: Curriculum Vitae QUALIFICATION 2004-2008 PhD Pontifícia Universidade Católica de São Paulo(PUC-SP), São Paulo - Brazil. PhD in Education. 2001-2003 M.Ed. Pontifícia Universidade Católica de São Paulo(PUC-SP), São Paulo – Brazil. Master in Education. 1978-1982 B.A.Ed. University of Brasilia (UnB), Distrito Federal, Brazil. Bachelor in Art Education.

EXPERIENCE 2010-present Associate Professor, Federal University of Triângulo Mineiro (UFTM), Department of Education in Science, Mathematics and Technologies. Graduate Programm in Education. University teaching undergraduate and graduate levels (Masters and Doctorate).  2013- 2016- Coordinator Graduate Program in Education – PPGE/UFTM .  2019- present. Vice Coordinator of the UFTM Stricto sensu Graduate Programs. 2013- 2020 Regional Vice President Latin America and the Caribbean, International Council on Education for Teachers (ICET) 2000-2010 Associated Professor, University of Uberaba, Institute of Teacher Education.  2009-2010: Coordinator of the Master Program in Education.  2000-2007: Coordinator of the Research Group in Pedagogical Support (GAPP). 2005-2006 Research Fellow at Queen‘s University, Kingston, Ontario, Canada. 1998-2000 Director (School Head): Colégio Ricardo Misson. 1994-1997 Director (School Head): Escola Criativa de Uberaba.

SOME RECENT PUBLICATIONS Prata- Linhares, Martha Maria , Thiago da Silva Gusmão Cardoso , Derson S. Lopes-Jr & Cristina Zukowsky-Tavares (2020) Social distancing effects on the teaching systems and teacher education programmes in Brazil: reinventing without distorting teaching, Journal of Education for Teaching, 46:4, 554- 564, DOI: 10.1080/02607476.2020.1800406 Prata-Linhares, Martha; Fontoura, H. A.; Pimenta, M. A. A.. 2019. Contribution of Literature About Mentoring to Enlighten Teachers' Professional Development in Brazil In Journal Plus Education. , v.XXIV, 95-99. Arruda, Rogério; PRATA - LINHARES, MARTHA M.; Paredes, Joaquín. 2019. Usos de las tecnologías de la información y la comunicación por docentes de México, España y Brasil In Linhas (Florianópolis. Online). , v.20, 78-101 Arruda, Rogério; PRATA-LINHARES, MARTHA; Paredes, Joaquín. 2018. Pedagogical innovation with the use of ICT: perceptions of faculty members from Brazil, Spain and Mexico about their practices In Acta Scientiarum. Education (Online). , v.40, 36217. Oliveira Junior, A. P.; PRATA - LINHARES, MARTHA M.; Karwoski, A. M.. 2018. Formação docente no contexto brasileiro das Instituições Federais de Educação Superior In ENSAIO (RIO DE JANEIRO. ONLINE). , v.26, 52-90. PRATA- LINHARES, MARTHA; Pimenta, M.A.A.; Goncallo, R. L. A.. 2017. Educação Superior No Brasil: Desafios E Expectativas Dos Professores Iniciantes In Revista E-Curriculum (PUCSP). , v.15, 615-639 PRATA - LINHARES, MARTHA M.; Arruda, R. D.. 2017. Inovação e integração das tecnologias digitais na docência universitária: conceitos e relações In Reflexão e Ação (versão eletrônica). , v.25, 250-268 SYMPOSIUM ABOUT BRICS COUNTRIES: Prata-Linhares, Martha; Valeeva, Roza ; Singh, Balwant ; Le, Jing ; Fontoura, H. A. (2019). Teacher Education in The BRICS Countries: sharing experiences towards the promotion of integration of university- school systems. ISATT 2019 Conference Sibiu, July 1 - 5 , Romania.

Helena Amaral da Fontoura: Curriculum Vitae

Name / title Helena Amaral da Fontoura DSc - Full Professor Email: [email protected] Current positions: Full Professor – State University of Rio de Janeiro (since 2002) Previous positions: Associate Professor, Fluminense Federal University (1989-2002)

Qualifications DSc (Fiocruz) (1997) Master Education (UERJ) (1992) Graduate Diploma Ed Psy (University of Alberta Canada) (1977) BEd (Pontifical Catholic University) (1974)

Experience Elementary school teacher Normal school teacher University teaching undergraduate and graduate levels (Masters and Doctorate) Examining Comities Masters and Doctoral degrees Coordinator Graduate Program in Education – FFP/UERJ (2009-2015) Researcher - National Research Council (CNPq) State Scientist FAPERJ Procientist UERJ

Some recent publications

FONTOURA, HELENA AMARAL; PEREIRA, ELIENAE GENÉSIA CORRÊA; FIGUEIRA, SANDRO TIAGO Formação de Professores de Ciências no Brasil e Alfabetização Científica: desafios e Perspectivas. UNI-PLURI (MEDELLIN). , v.20, p.e2020106 - 126, 2020. QUINTANILHA, CM; FONTOURA, H. A. Autoformação docente: atravessamentos transdisciplinares. Revista Terceiro Incluído. , v.9, p.7 - 15, 2019. MEDEIROS, LM; AMARAL DA FONTOURA, HELENA Contribuições da Faculdade de Formação de Professores para a Educação de Jovens e Adultos. CADERNOS DE PESQUISA: PENSAMENTO EDUCACIONAL (CURITIBA. IMPRESSO). , v.14, p.172 - 189, 2019. LIHARES, MP; AMARAL DA FONTOURA, HELENA; PIMENTA, MA Contributions of literature about mentoring to enlighten teachers professional development in Brazil. Journal Plus Education. , v.24, p.95 - 99, 2019. AMARAL DA FONTOURA, HELENA Desafios da formação docente: o curso de Pedagogia da Faculdade de Formação de Professores (FFP/UERJ). FORMAÇÃO DOCENTE. , v.11, p.57 - , 2019. FONTOURA, HELENA AMARAL DA ESTÁGIO SUPERVISIONADO NO CURSO DE PEDAGOGIA: NARRATIVAS DE DOCENTES EM FORMAÇÃO. INTER-AÇÃO (UFG. ONLINE). , v.44, p.623 - 634, 2019. FONTOURA, HELENA AMARAL DA Meu nome é professor/a: sobre aprender a docência e identidades. Revista de Educação Pública. , v.28, p.297 - 310, 2019. AMARAL DA FONTOURA, HELENA Narratives by initial teachers:. Education & Self Development. , v.13, p.10 - 18, 2018. FONTOURA, HELENA AMARAL DA Formação de Professores para a Justiça Social: uma reflexão sobre a docência na Residência Pedagógica. REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCAÇÃO. , v.12, p.120 - 133, 2017.

SYMPOSIUM ABOUT BRICS COUNTRIES: Prata-Linhares, Martha; Valeeva, Roza ; Singh, Balwant ; Le, Jing ; FONTOURA, HELENA AMARAL DA (2019). Teacher Education in The BRICS Countries: sharing experiences towards the promotion of integration of university- school systems. ISATT 2019 Conference Sibiu, July 1 - 5 , Romania.

Maria Alzira de Almeida Pimenta: Curriculum vitae

Name / title Profa. Dra. Maria Alzira Pimenta Email: [email protected] Current positions: Associate Professor, University of Sorocaba (Since 2014) Previous positions: Associate Professor, University of Uberaba (2009-2012)

Qualifications PhD in Education (State University of Campinas) (2002) MA in Arts (University of São Paulo) (1995) BEd (State University of Campinas) (1986)

Experience Teaching in primary schools Teaching in universities, at Certificate, Diploma, Masters and Doctoral levels Examining masters and doctoral degrees Management responsibility for Continuing Professional Development

Some recent publications Borges, G.; Fantin, M.; Silva, M. B.; Pimenta, M. A. A.; Vieira, S. M. (2020). Cultural practices and media competence levels of young Brazilians. La Revista Icono 14. , v.18, p.320 - 352. Silva, P. M. S.; Pires, C. S.; Pimenta, M. A. A. (2020) Integrative project and attitudes: a hermeneutical perspective of the development of competence in teaching. Estudios Pedagógicos, v.XLVI, p.181- 193. Pimenta, M. A. A . (2019) Academic Fraud and the Code of Conduct at the University.Revista Educação Em Questão (Online), v.57, p.e-18656. Prata-Linhares, M. M.; Fontoura, H. A.; Pimenta, M. A. A.(2019) Contributions Of Literature About Mentoring To Enlighten Teachers' Professional Development In Brazil. Journal Plus Education, v.XXIV, p.95 - 99. Pimenta, M. A. A.; Prata-Linhares, Martha M.; Bonventi Junior, W. (2018) If it does not move me, it does not belong to me: challenges to teacher education in a global and sustainable perspective. LUMINA, v.12, p.90 - 110. Prata-Linhares, M. M.; Pimenta, M. A. A.; Gonçallo, R. L. A. (2017) Higher Education In Brazil: Challenges and Expectations of Beginning Teachers.Revista E-Curriculum (Pucsp), v.15, p.615 - 639. Pimenta, M. A. A .; Carvalho, A. (2017) Perceptions about academic academic production in Brazilian Higher Education Institutions. SÉRIE-ESTUDOS. , v.22, p.25. Pimenta, M. A. A.; Pimenta, S. A. (2016) Evaluation fraud in higher education in Brazil: approaches with a survey from Portugal. Avaliação (Campinas). , v.21, p.953 - 974, 2016. PIMENTA, M. A. A.; Batista, G. A. (2015) The relevance of Rousseau and Kant in the analysis of fraud in evaluations. Quaestio: Journal of Education Studies,v.17, p.665 - 680. PIMENTA, M. A. A.; PIMENTA, S. A. (2015) Academic fraud: Comparative study between the Northeast and Southeast of Brazil. Series-Studies,v.39, p.213 - 230. PIMENTA, M. A. A.; PIMENTA, S. A.; FURTADO NETO, J. M.; PETRUCCI, M.(2015) How to empower citizens through virtual learning environments. Adult Education and Development, v.82, p.106-111. Costa, L. M.; Pimenta, M. A. A. (2015) A study on the practice of academic fraud on four continents. Multitems (UCDB). , v.47, p.109 - 128.

ROMAGUERA, A. R. T.; PIMENTA, M. A. A. (2015) Univer-City: Challenges and possibilities. Transnational Spaces. , v.4, p.74 - 85, 2015.

Tatiana A. Baklashova: Curriculum vitae

EDUCATION Kazan State Pedagogical University, Kazan, Russian Federation, 2000. Major: Foreign Language Qualification: Teacher of French and English Languages Dissertation: An innovative model in teaching listening at high school Diploma with honors

WORK EXPERIENCE

Dec 2019 – present Directorate of Institute of Psychology and Education of Kazan Federal University, Kazan, Russian Federation International Relations Deputy Director Sept 2016 – present Department of Higher School of Pedagogics, Institute of Psychology and Education of Kazan Federal University, Kazan, Russian Federation Department Associate Professor, Teacher Education Master Studies Program Praxis Supervisor Sept 2009 -Aug Department of Foreign Languages, Institute of Management, Economics and Finance, Kazan 2016 Federal University, Kazan, Russian Federation Department Associate Professor, Responsible for Department scientific activities Sept 2006 – Aug Department of Foreign Languages, Kazan State University, Branch, 2009 Russian Federation Head Teacher Sept 2005 – Aug Department of Foreign Languages, Institute of Economics, Management and Law, 2006 Naberezhnye Chelny Branch, Naberezhnye Chelny, Russian Federation Head Teacher Sept 2000 – Sept Department of Foreign Languages, Kazan State Finance and Economics Institute Kazan, 2005 Russian Federation Head Teacher PUBLICATIONS

Baklashova, Tatiana A., Sakhieva, Regina G., Telegina, Nadezhda. V., Skobeltsyna, Elena G., & Babieva, Nigina S. (2020). Design of Praxis Programs for Students of Pedagogical Master‘s Degree Studies in The Context of Federal State Educational Standards Implementation. Talent Development & Excellence, 12. Baklashova, Tatiana A., Skobeltsyna, Elena G. and Galishnikova, Elena M. (2020). Modification of Practical Training Programs in Pedagogical Master Courses: In Pursuit of Professional Development. Developing Teacher Competences: Key Issues and Values. USA, Nova Publishers Gafurov, Ilshat R. & Baklashova, Tatiana A. (2020). Perspectives and priorities of teacher education in times of change, choice and challenge. ARPHA Proceedings, 3, 1. Saienko, Nataliia, Kalugina, Olga, Baklashova, Tatiana & Rodriguez, Robert. (2019). ―A stage-by-stage approach to utilizing news media in foreign language classes at higher educational institutions.‖ XLinguae, 12 (1), 91-102. Baklashova, Tatiana, Skobeltsyna, Elena & Mashanina, Elena. (2019). ―Practice-focused training technologies within the school-university partnership: the context of master‘s degree in teacher education programs.‖ Society: sociology, psychology, pedagogy, 8, 87-93. Rozhina, Vera & Baklashova, Tatiana. (2018). ―Teaching English language to young school- age children while making projects, playing games and using robotics.‖ XLinguae, 11(1), 102-113. Baklashova, Tatiana & Abdullina, Liliya. (2018). ―Text approach methodology in translators training (economic discourse).‖ Xlinguae, 11, 19-32. Valeeva, Roza, Baklashova, Tatyana & Latypova, Liliia (2018). ―Management of novice teachers‘ induction to the profession: Modernization of the Russian school methodological system.‖ Journal of E-Learning and Knowledge Society, 14(2), 39-50. Fartash, Kiarash, Davoudi, Seyed, Baklashova, Tatiana, Svechnikova, Natalia, Nikolaeva, Yulia, Grimalskaya, Svetlana & Beloborodova, Aleksandra. (2018). ―The Impact of Technology Acquisition & Exploitation on Organizational Innovation and Organizational Performance in Knowledge-Intensive Organizations.‖ Eurasia Journal of Mathematics, Science and Technology Education, 14, 1497-1507.

Aydar M. Kalimullin: Curriculum vitae

CURRENT ACADEMIC AND PROFESSIONAL POSITION Doctor of Historical Sciences, Professor (since 2009), Kazan Federal University. Director of Institute of Psychology and Education (2011-), Kazan Federal University. Professor of the Higher Education Department, Kazan Federal University. Academic Leader of the Strategic Academic Unit ‗XXI century teacher‘, Kazan Federal University. Kazan Federal University Teacher Education Coordinator. Vice-Chairman of the Dissertation Council D 212.081.02. Co-Director of the Volga region Center of the Russian Academy of Education. Chief Executive Officer of the Annual Conference International Forum on Teacher Education, http://ifte.kpfu.ru/en/home-page/ EDUCATION Professor, the Ministry of Education and Science of the Russian Federation, 2009. Ph.D. in History, Institute of History of Tatarstan Academy of Sciences, 2006. Candidate of Historical Sciences, Kazan State University, 1995. Diploma in Teaching History, Elabuga State Pedagogical Institute, 1991.

EMPLOYMENT HISTORY 2011- present Director of Institute of Psychology and Education, Kazan Federal University. 2008-2011 of Elabuga State Pedagogical University. 2000-2008 Dean of the Department of History and Philology of Elabuga State Pedagogical University. 1991-2011 Lecturer, Research Associate, Associate Professor, Professor of Elabuga State Pedagogical University. 1996-2000 Head of the Department of the World and Russian History of Elabuga State Pedagogical University. ADDITIONAL PROFESSIONAL ACTIVITY Co-chairman, member of the scientific committee, member of the editorial board of the International Forum for Teacher Education IFTE. Member of the Council of the Association of Educational Researchers RERA, Russia. Member of European Society of Environmental History, the UK (past). Member of British Education Research Association, the UK (past). Member of American Education Research Association, the USA (past). Member of the editorial board of the KFU scientific journal "Education and Self-development" (Scopus). HONORS AND AWARDS ‗Golden Psyche‘ Award, the Russian Psychological Society. 2017 2015 Awarded ‗Honored worker of the higher school of the Republic of Tatarstan. 2007 Awarded ‗Honored worker of the higher vocational education of the Russian Federation‘.

SELECTED PUBLICATIONS Valeeva, R.A. & Kalimullin, A.M. (2019). Learning To Teach In Russia: A Review of Policy and Empirical Research. In Tatto, M.T. and Menter, I. (Eds.) Knowledge, Policy and Practice in Teacher Education: a Cross- National Study. London: Bloomsbury. Retrieved from https://books.google.ru/books?id=DsqFDwAAQBAJ&printsec=frontcover&hl=ru#v=onepage&q&f=false Valeeva, R., & Kalimullin, A. (2019). Teacher education in Russia. In Oxford Research Encyclopedia of Education. Oxford University Press. doi: http://dx.doi.org/10.1093/acrefore/9780190264093.013.446 Liu, J., Utemov, V. V., & Kalimullin, A. M. (2017). Teaching mathematical subjects to students with musculoskeletal disabilities: Public and peer discussions. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2111-2131. Gorbunova, N. V., & Kalimullin, A. M. (2017). Simulation of the process of training the future primary school teachers for organizing extracurricular activities. Elementary Education Online, 16(4). Gorev, P. M., & Kalimullin, A. M. (2017). Structure and Maintenance of a Mathematical Creative Lesson as a Mean of Pupils‘ Meta-Subject Results Achievement. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 2701-2720. Kalimullin, A. M. (2017). Modernization of Educational Process in Russian Higher Schools in the Conditions of Science and Education Integration. Modern Journal of Language Teaching Methods, 7(3), 524. Menter, I., Valeeva, R., & Kalimullin, A. (2017). A tale of two countries–forty years on: politics and teacher education in Russia and England. European Journal of Teacher Education, 40(5), 616-629. Dorozhkin, E. M., Kalimullin, A. M., Migacheva, G. N., & Sokolova, T. B. (2017). Optimization of the Subject Matter of Profile Training Disciplines for Bachelors‘ Vocational Education on the Basis of Occupational Standards. Eurasia Journal of Mathematics, Science and Technology Education, 14(3), 859-876. Liliia A. Latypova: Curriculum Vitae

EDUCATION

2000-2005 Kazan State Teachers‘ Training University (Honours degree) Faculty of Foreign Languages Department of the English Language and Methods of English teaching Major: Teacher of English and French

2006.10.01 – Training on the Spanish Language course ―Espanol hablado. Nivel initial‖ 2006.12.20 Kazan State University

2005 – 2008 Post-graduate education at Tatar State University of Humanities and Education Department of History of Pedagogy and Ethnopedagogy 2008.11.27 PhD in Pedagogy

2018.09.05 Associate Professor degree

WORK EXPERIENCE

2005.09.01 – Associate Professor /Teacher of English/ Educational work as a group supervisor present The Department of Foreign Languages and Professional Communication Institute of Management, Economics and Finance Kazan Federal University

2008.10.05 - Teacher of English at Educational Center for Professional Communication Training of Students and present Specialists for Economics, Business and Finance "Interpreter in the sphere of professional communication" Program Kazan Federal University

2011 – 2012 Teacher of English at Higher School Pedagogy Program Kazan Cooperative Institute

2012.01.01 – Head of Translation and Translation Studies Department 2012.06.30 Institute of Economics, Management and Law

2004.09.01 – Teacher of English at Foreign Languages Department 2005.08.05 Kazan Branch of the Russian International Academy for Tourism

2003.09.01 – Teacher of English 2004.08.27 School №155 of Kazan Selected Publications Nadezhda Kostyunina, Liliia Latypova, Anastasiya Luchinina, Marinela Grudeva (2019). Students' Victim Behavior on The Internet: Motives and Features. ARPHA Proceedings, 1 V International Forum on Teacher Education, pp. 1069-1080. doi: 10.3897/ap.1.e1014 Agzam A. Valeev, Liliia A. Latypova, and Niyaz R. Latypov (2019). Pedagogical Conditions for Stimulating the Development of Students' Linguistic Competencies as Part of Their Self- Learning.In: Foreign Language Teaching and Learning: New Research. Terrell Welch (Ed.). Pp.101-152. NewYork: Nova Science Publishers, Inc., 2018 ISBN: 978-1-53615-530-3 (eBook) Valeeva, R., Baklashova, T., & Latypova, L. (2018). Management of Novice Teachers' Induction to the Profession: Modernization of the Russian School Methodological System. Journal of e-Learning and Knowledge Society, 14(2). Oksana Polyakova, Liliya Latypova, Dilyana Sungatullina. School Teachers' Continuing Professional Development and Their Engagement in Research. The European Proceedings of Social & Behavioural Sciences EpSBS. – 2018 – Vol. XLV. – Pp. 825-832. Latypova L.A., Polyakova O.V., Sungatullina D.D. (2018) Mobile Applications for English Learning Performance Upgrade. In: Wu TT., Huang YM., Shadiev R., Lin L., Starčič A. (eds) Innovative Technologies and Learning. ICITL 2018. Lecture Notes in Computer Science, vol 11003. Springer, Cham Polyakova O.V., Latypova L.A., Sungatullina D.D. Critical review of teacher education in Russia: the route to perfection // The European Proceedings of Social & Behavioural Sciences EpSBS. – 2017. – Vol. XXIX. – Pp. 644-651 LI Qiong: Curriculum Vitae EDUCATION Ph. D., The Chinese University of Hong Kong Educational Psychology, 2004 Ed. M., Beijing Normal University Developmental Psychology, 2000 B. S., Beijing Normal University, Education, 1997

RESEARCH AREAS Teacher cognition and development Classroom processes

TEACHING AND RESEARCH EXPERIENCE Associate Professor, Beijing Normal University Institute of Teacher Education, Faculty of Education, 2009- present Post-doctoral Fellow, The Chinese University of Hong Kong, 2007 Assistant professor (since 2005), Beijing Normal University

PUBLICATIONS Li, Q. & Dandan, Wu (2012). Key features of elementary and secondary outstanding teachers: Findings of a discriminant analysis. Educational Journal, 5 ( in press) Li, Q. & Heng Wang（2012）：Professional life cycles of elementary teachers：A cluster analysis. Journal of Teacher Educational research, 3: 26-30. (in Chinese) Li, Q. & Mei-juan, Ding (2012）：Professional life cycles of teachers with more than ten years of teaching experience. Global Education, 6. (in Chinese) Li, Q., Mei-jua, Ding（2012）：Trends in teaching force indicator system of international basic education.Comparative Education Review, 4: 63-67. (in Chinese) Li, Q., Yujing Ni (2011). Impact of curriculum reform: Evidence of change in classroom practice in mainland China. International Journal of Educational Research, 50, 2, 7-25. Yujing, Ni. Li, Q. (2011). Influence of curriculum reform: An analysis of student mathematics achievement in Mainland China. International Journal of Educational Research, 50, 2, 100-116. Li, Q. & Yujing Ni (2011). Educational Equity in a New Curriculum Reform Environment: The Effect of Socio- Economic Status on Student Achievement. Global Education, 4: 25-32. Li, Q. & Mengyin, Wu.(2011). Foundation of the academic creativity of professors: Academic insights. Comparative Education Review, 7: 7-11. Li, Q., Guoli zhang & Jun Zhou (2011). Sources of stress of school teachers. Psychological Development and Education. 1: 97-103. Li, Q., Liang, Du & Xiongdong, Zeng.(2010). A survey on the public‘s satisfaction with teachers of elementary and secondary school in Beijing. Journal of Teacher Educational Research, 4, 47-52. Li, Q. (2009) The knowledge base of teachers‘ professional development：A perspective on teaching expertise. Beijing Normal University Press, Beijing. (in Chinese) Li, Q. & Ni, Y. (2009). Dialogue in the elementary school classroom: A comparative study between expert and novice teachers. Frontiers of Education in China, 4(4): 526-540 (in English). Li, Q., Wang, S., & Zhang, Y.(2009). Effect of occupational stress on burnout of teachers: A path analysis. Journal of Educational Research, 5, 78-82. (in Chinese) Li, Q., & Zeng, X. D. (2008). Teachers‘ professional development: Its structure and feature. Journal of Research on Teacher Education, 9, 56-61. (in Chinese). Li, Q., Shi, K.(2008). The types of teachers‘ style in the context of interaction between teachers and students. Journal of Educational Research, 3, 66-71. (in Chinese) Li, Q. (2007). Images of teachers in students‘ mind: A cross-cultural comparison. Research of comparative Education, 11, 18-23. (in Chinese)

GRANTS Principal Investigator, Chinese teachers‘ professional development in a changing context. Ministry of Education Grants. 2009-2012. Co-Investigator, Has Curriculum Reform Made a Difference? Looking for Change in Classroom Practice. HKRGC. 2007-2010. Principal Investigator, Classroom teaching evaluation in elementary mathematics. Beijing committee of Education Grant. 2006-2009.

Samuel Ouma Oyoo: Curriculum vitae

Name Samuel Ouma Oyoo  2019 to present: Maseno University: Kisumu, Kisumu County, KE Associate Professor (School of Education).  2019 to present: University of South Africa: Pretoria, Gauteng, ZA Research Fellow (Science and Technology Education).  2010 to present: University of the Witwatersrand: Johannesburg-Braamfontein, Gauteng, ZA Associate Professor (School of Education)  2008 to 2010: Maseno University: Maseno, Nyanza, KE Lecturer (Educational Communication Technology and Curriculum Studies)  2006 to 2008: Aga Khan University - Tanzania: Dar es Salaam, Dar es Salaam, TZ Assistant Professor (Institute for Educational Development)

Email: [email protected]; [email protected]

Qualifications  PhD (Faculty of Education)- Monash University: Clayton, VIC, AU (2001- 2005)  M.Ed (Science Education) (School of Education)- : Leeds, West Yorkshire, GB (1999- 2000)  B.Ed (Honours) (School of Education)- University of Nottingham: Nottinghamshire, GB (1998- 1999) | Experience

 University teaching undergraduate and graduate levels (Masters and Doctorate)  Supervising Honours, Masters and PhD research studies.  Serves as a referee for a number of academic journals including Research in Science Education (RISE), International Journal of Science Education (IJSE), Journal of Research in Science Teaching [JRST], Teachers and Teaching: Theory and Practice [TTTP], Education as Change, Africa Education Review [AER], The African Journal for Research in Mathematics, Science and Technology Education [ARJMSTE], and the International Journal of Learning: Annual Review, among others.  Outreach Coordinator (ExCo member) and National Representative for South Africa for the International Study Association on Teachers and Teaching - ISATT.  Member of the Editorial Board of the Australasian Science Education Research Association [ASERA] journal, Research in Science Education [RISE]. He is similarly, an Associate Editor of the International Study Association on Teachers and Teaching [ISATT] journal, Teachers and Teaching: Theory and Practice [TTTP].

Some recent publications

SO Oyoo, N Nkopodi. (2020). Towards a policy on teacher use of language during science teaching and learning in South Africa, Social Dynamics, 46:3, 471-492. DOI: 10.1080/02533952.2020.1853955

SO Oyoo, N Nkopodi. (2020). The Attention to Proficiency in the LOLT, Polysemy and Context That Counts Best during Science Teaching. In: Teachers‘ Professional Development in Global Contexts, 160–178.

Oyoo, S. O. (2017). Learner Outcomes in Science in South Africa: Role of the Nature of Learner Difficulties with the Language for Learning and Teaching Science. Research in Science Education, 47(4), 783- 804.

Oyoo, S. O. (2014). Language of Instruction and Science Learning in African Science Classrooms, In Daniel O. Orwenjo, Martin C. Njoroge, Ruth W. Ndung‘u and Phyllis W. Mwangi (Eds); Multilingualism and Education in Africa: The State of the State of the Art, (pp. 24 – 49). Cambridge: Cambridge Scholars Publishing

Oyoo, S. O. (2014). Handout for the course SCED 7011: Language and communication in science education. An Introduction and Overview.

Balwant Singh: Curriculum vitae

M.Sc., M.Ed., M.Phil., Ph.D., D.Litt. Present Designation Director, Partap College of Education, Ludhiana (Pb) India Affiliation Panjab University, Chandigarh Contact 91-161-2309497(O); 91-98142-09497 - [email protected] Teaching- cum-Administrative Experience a) 32 Years‘ experience to teach graduate and post graduate classes & Research supervision. b) Working as Director, Partap College of Education, Ludhiana-a premier institution permanently affiliated to Punjab University Chandigarh . Research Projects Examination Reforms, Comparative study of Re-evaluation system of examination of various Universities of Haryana state, Population Education, Family size and Locus of control, Literacy status of Women in Haryana (UGC sponsored Project), Drugs and Youth in Punjab state and Economic security and status of women (SEWA) Self Employed Women Association Project, Govt. of India. Books Published a) A text Book of Philosophies of Education b) A text Book of Audio- Visual Education c) Population Education and Locus of Control d) Philosophical perspectives of Education Key Publications a) International Perspectives about ICT implementation in the classroom: Lessons for Teacher Education. ACM International Conference Proceeding Series. Published on 16 Oct 2019. b) Signature pedagogies of music learning by the means of MOODLE across Russsian and Indian approach. ACM International Conference Proceeding Series. Published on 16 Oct 2019. c) Teachers‘ well-being: Overlooked aspect of teacher development. Education and Self Development, Vol. 14 No (3), August 2019, Refereed & Scopus. d) Teachers‘ attitude and beliefs towards use of ICT in Teaching and Learning: Perspectives from India. ACM International Conference Proceeding Series. Published on 24 Oct 2018. e) Teacher education for ICT integration in classroom. ACM International Conference, Proceeding Series, Published on 24 Oct 2018. The Title of Award of Fellow: The title of Award of Fellow, International Professional development Association (IPDA), UK was presented to Dr. Balwant Singh on 25-11-2016 by Prof. John Macbeath, President IPDA, UK during the International Conference held on 25-26 November 2016 at Stirling University, Stirling, Scotland. Symposium About Brics Countries: Prata-Linhares Martha; Valeeva, Roza; Singh, Balwant; Le, Jing ; Fontoura, H. A. (2019). Teacher Education in The BRICS Countries: sharing experiences towards the promotion of integration of university- school systems. ISATT 2019 Conference Sibiu, July 1 - 5 , Romania.