Prof. Dr. Elaine Munthe
Dean and Professor
Faculty of Arts and Education, University of Stavanger, Norway
Professor Munthe is the dean of Faculty of Arts and Education in University of Stavanger, Norway. She has been the chair of Panel which appointed to follow, report and advise on the implementation of a teacher education reform for grades 1-7 and 5-10 in Norway and "Research and Innovation in Education", Norwegian Research Council research program. She also serves as the director of research project on "Minority and Diversity in Teacher Education".
Her researches focus on teachers' professional work, qualifying for teaching and lesson study and professional learning. And she conducted several projects related to feedback to support learning, teaching & teacher education policy and teachers as students.
- Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: a study of integration of professional digital competence in teacher education. Teaching & Teacher Education, 67, 37-45. doi:10.1016/j.tate.2017.05.016
- Munthe, E., Bjuland, R., & Helgevold, N. (2016). Lesson study in field practice: A time-lagged experiment in initial teacher education in Norway. International Journal for Lesson & Learning Studies, 5(2), 142-154. doi:10.1108/IJLLS-12-2015-0047
- Munthe, E., & Rogne, M. (2015). Research based teacher education. Teaching & Teacher Education, 46, 17-24. doi:10.1016/j.tate.2014.10.006
- Instefjord, E., & Munthe, E. (2015). Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 1-17. doi:10.1080/02619768.2015.1100602
- Munthe, E., Malmo, K. S., & Rogne, M. (2011). Teacher education reform and challenges in Norway. Journal of Education for Teaching, 37(4), 441-450. doi:10.1080/02607476.2011.611012
Prof. Dr. Xudong Zhu
Dean and Professor
Faculty of Education, Beijing Normal University, China
Professor Zhu is Dean of Faculty of Education, and Director of Center of Teacher Education in Beijing Normal University. He is also the associate editor of Teacher Education Research. His research domains include comparative education, American education, teacher education and the history of foreign education. He has directed and implemented several academic researches aimed at improving the quality of teachers. And he has served for many major projects of Ministry of Education to urge the innovation of teacher education.
Zhu, X. (2017). Challenges and new trends in teacher education on the attributes of the teacher's "holistic profession". In X. Zhu, A. L. Goodwin, & H. Zhang (Eds.), Quality of teacher education and learning: theory and practice (pp. 53-68). Singapore: Springer.
Song, H., & Zhu, X. (2017). On the training needs assessment element of teacher training: constructing a model. Teacher Education Research, 01(29), 1-7. (In Chinese). [宋萑、朱旭东（2017）。〈论教师培训的需求评价要素：模型建构〉。《教师教育研究》，第01卷第29期，页 1-7。]
Zhu, X. (2015). Modern Western Thoughts of Teacher Education. Comparative Education Review, 10(37), 52-57. (In Chinese). [朱旭东（2015）。〈论当代西方教师教育思想〉。《比较教育研究》，第10卷第37期，页 52-57。]
Zhu, X. (2014). On the construction of theoretical model for teacher professional development. Educational Research, 06(35), 81-90. (In Chinese). [朱旭东（2014）。〈论教师专业发展的理论模型建构〉。《教育研究》，第06卷第35期，页 81-90。]
Zhu, X. (2013). Discussing of the reconstruction of rural teacher training configuration in China. In X. Zhu & K. Zeichner (Eds.), Preparing teachers for the 21st century (pp. 79-96). Heidelberg: Springer.
Prof. Dr. Jan Vermunt
Faculty of Education, University of Cambridg, United Kingdom
Jan Vermunt is a professor of Education at the University of Cambridge, Faculty of Education. He is a chair of Psychology and Education Academic Group, editor-in-chief of Learning and Instruction and fellow of Wolfson College.
His research interests have evolved from student learning and teacher learning as separate domains to include the way teacher learning and professional development affects processes and outcomes of student learning and vice versa. From his perspective, traditional boundaries have to be crossed to achieve knowledge advancement about how students’ and teachers’ learning may benefit each other. He has directed and conducted several educational development and innovation projects. These especially related to the development and implementation of new teaching, learning and assessment methods aimed at improving the quality of student learning processes, and to teachers’ and educators’ professional development with regard to the corresponding teacher roles.
- Vermunt, J. D., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: state of the art and moving forward. Educational Psychology Review, 29(2), 269-299. doi:10.1007/s10648-017-9414-6
- Vermunt, J.D., Vrikki, M., Warwick, P., & Mercer, N. (2017). Connecting teacher identity formation to patterns in teacher learning. In D. J. Clandinin & J. Husu (Eds.), The SAGE Handbook of Research on Teacher Education (pp. 143-159). London: SAGE.
- Dobber, M., Akkerman, S. F., Verloop, N., & Vermunt, J. D. (2014). Regulating collaboration in teacher education. Research Papers in Education, 29(1), 69-92. doi:10.1080/02671522.2012.749506
- Bronkhorst, L. H., Meijer, P. C., Koster, B., & Vermunt, J. D. (2014). Deliberate practice in teacher education. European Journal of Teacher Education, 37(1), 18-34. doi:10.1080/02619768.2013.825242
- Endedijk, M. D., & Vermunt, J. D. (2013). Relations between student teachers’ learning patterns and their concrete learning activities. Studies in Educational Evaluation, 39(1), 56-65. doi:10.1016/j.stueduc.2012.10.001