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WERA Mentoring Programme
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WERA strives to increase its support to early career researchers, particularly with respect to strengthening their international network and research capacity as scientists.


The WERA-Doctoral and Early Career Scholars Network (DEC) provides doctoral and early career scholars with an opportunity to network with and meet each other. Furthermore, WERA aims to build relationships with expert researchers in the field of education.


As a part of this effort, WERA aims to develop an innovative, online-based Mentorship Programme, that links senior scholars and postdoctoral educational researchers who share a common research interest.


Along with the Visiting Researcher Award and Online Seminar series, the Mentoring Programme forms part of WERA's dedication to capacity building of its members.



Name, Institution, Short Bio



Skills and Expertise




Prof Dr Ali Ekber Sahin,

Hacettepe University, Turkey


 Lecturer and researcher for Teacher Education and currently focused on classroom management research and seminars on how to write and publish articles for international journals.

 Educational Administration, Elementary Education:

Classroom management, combination classrooms, research

 Turkish, English



 Prof Agnieszka Szplit,

The Jan Kochanowski University of Kielce, Poland

Lecturer for Early Foreign Language Education, Contemporary Trends in Teaching English, and Teaching English.
Researcher of teacher, language teacher and teacher educators professional development; researcher of teacher education.
Teacher trainer and school inspector.

 Education, Foreign Language Teaching:

Qualitative research design,
Researching teacher professional development,
Researching teacher education,
Teacher training and school advising,
Managing educational innovations,
Managing teacher professional development,
Designing English courses for young learners,
School practicum coordination.

 English, Polish



Prof Ângelo R. de Souza

Federal University of Paraná, Brazil


Researcher and Associated Professor at Educational Policy Research Center, with focus on Education Policy and Education Administration



Education Policy; School Administration and Planning

 Portuguese, English, Spanish, Italian


  Prof Anna Babicka-Wirkus,

Pomeranian University in Słupsk, Poland

Professor in pedagogy, sociologist works in Institute of Pedagogy in Pomeranian University in Słupsk, Poland. Her scientific and academic work focuses on the following issues: resistance in education, school culture, children’s rights at school, and university in discourse. Their common denominator is a theoretical background created by critical and post-structuralist theories. The common characteristic of her works is also a scientific approach. Her projects are based on the strategies of qualitative and mixed studies, which stems from the nature of the research subject. She also has experience in conducting quantitative research. She is a deputy editor-in-chief for the international journal “Social Studies: Theory and Practice”. She is also a member of the Editorial Board of another new research periodical – ‘Educational Role of Language Journal’. She is a member of several international and national scientific societies and organizations. These include the International Association for the Educational Role of Language (ERL Association), the Polish Educational Research Association (PERA), and the Polish Sociological Association. She received the Ombudsman for Children Award in 2014 for the best PhD thesis concerning the issue of children’s rights. 
She was an auxiliary supervisor in two international PhD programs. These PhD projects had been prepared within the framework of European Doctorate in Teacher Education (EDiTE)which was funded by the European Union under Horizon 2020, Marie Skłodowska-Curie program (grant agreement number 676452). Currently, she is a supervisor of two Polish PhD projects.



 Pedagogy, Social Science:

Pedagogy, Modern Social Theories, Research Methods in Social Science, Feminist Criminology and currently focused on resistance culture in school.

 Polish, English



Prof Arnaud Dubois,

Rouen-Normady University, France

Arnaud Dubois is Professor at Rouen University. After having been a history and geography teacher in secondary schools in France, he has completed a doctoral thesis on the analysis of professional practices for secondary school teachers.
His researches are part of the 'Education and psychoanalysis' current. He continues his work on the analysis of teachers' professional practices at different levels of the educational system.
His research also focuses on the history of psychoanalytic pedagogy (since Freud and the first psychoanalytic pedagogues). He is the author of several books in French on the history of this pedagogical current and Teachers' training.
He has conducted research on exclusion from courses in secondary schools. He is now leading a research programme on the reception of affects in classrooms after traumatic events (2015 Paris Attacks, Lubrizol disaster in Rouen, COVID 19 crisis, etc.).
Involved in several international programmes (Argentina, Mexico, Italy), he is leading a project for a new network in the EERA (European Educational Research Association) on 'Education and psychoanalysis', and is also active in the association of teachers and researchers in educational sciences in France.



Educational Sciences:

Education and psychoanalysis
Doctoral support
Higher education
Qualitative research methodologies
History of education

French, English


Prof Celeste Y.M. Yuen,

The Chinese University of Hong Kong, Hong Kong


Professor Celeste Y.M. Yuen is currently Vice President of the Hong Kong Educational Research Association and Associate Professor of the Department of Educational Administration and Policy, The Chinese University of Hong Kong. Her research niche concerns mixed-method empirical studies on Chinese immigrant and South Asian minority education, youth studies, spiritual health and student engagement. Her publications have a particular focus on immigrant and minority studies. The findings have contributed to public policy debates, pedagogical practice and teacher professional development.


 Teacher Education & Policy Studies:

Mixed-method empirical studies, Interculturalism, Inclusive policy, Chinese immigrant and ethnic minority studies

 Chinese, English



Dr Kah Loong Chue,
National Institute of Education, Nanyang Technological University, Singapore

I am a lecturer with the Psychological and Child & Human Development academic group. I have held various teaching and management appointments in public and private schools before joining academia. I currently lecture on a variety of topics, including educational assessment, quantitative research methods and individual and learning differences. My current research interests are Rasch measurement theory, team-based learning, motivation, personality (Big Five) and student wellbeing.




 English, Chinese



 Prof Elize Du Plessis,

University of South Africa (UNISA)


Lecturer for Curriculum Studies. She is an experienced developer of course material for student teachers and has 30 years’ experience in distance teaching. She is currently the programme coordinator of the Post Graduate Certificate in Education programme (Senior and FET phase). She has made contributions to several books and published articles in a variety of journals, and presented papers at both national and international conferences. Elize is also a national and international reviewer for several academic journals and acts as supervisor for MEd and DEd students. 

 Curriculum Studies (theory and development):

Teacher training in an ODeL community of practice:

 English, Afrikaans



Prof Dr Elizabeth Macedo,

State University of Rio de Janeiro, Brazil


 Dr. Macedo’s research focuses on both curriculum theory and curriculum policy, broadly understood as public policies enacted by the State and in schools. Operating on a poststructurally inflected frame, her research dialogues with Stephen Ball, Ernesto Laclau, Wendy Brown, Judith Butler, Homi Bhabha as well as with Jacques Derrida. In general terms, politics has been understood as signifiXation processes that also produce the context in which they happen. 
Her on-going projects have to do, mainly, with the fact that, in 2017, the Brazilian government issued a national compulsory curriculum that will also subsidize high-stakes testing throughout the country. In four different movements, Dr. Macedo has been (i) mapping the networks of the demands in action in that process, mainly concerned with the upraising of conservative ones; (ii) mapping the networks throughout the on-going implementations of the national curriculum happening at state-levels, especially the action of edu-business during those processes; (iii) wondering about the effects of the national educational policies on students’ and teachers’ subjectivities; and (iv) working collaboratively with state level bureaucracies, schools and teachers in order to produce situated public policies.




Curriculum theory, curriculum policy

 Portuguese, English


Prof Erdinç Çakıroğlu,

Middle East Technical University, Ankara, Turkey

Erdinç Çakıroğlu is a professor of mathematics education at the Department of Mathematics and Science Education at Middle East Technical University (METU). He is currently the director of the Center for STEM Education at METU. He has taught numerous graduate and undergraduate courses related to mathematics education, curriculum development and instructional technology. He has been involved in various national and international projects on innovative curriculum development, including teacher training. His team conducts design-based research or teaching experiments to test the case-based professional development modules. Recently he completed a major project on the development of a hypothetical learning trajectory for the first grade “numbers and operations” unit, where he and his team conducted a long terms study (2 years) in a local elementary school.


 Curriculum and Instruction, Design-based Research, Mathematics Education, STEM Education:

Large scale curriculum development, instructional material development, design-based development of innovative instructional modules, learning trajectories, design experiments from a learning design perspective, teacher training


 English, Turkish



 Prof Dr Hermann Josef Abs,

University of Duisburg-Essen, Germany


Hermann J. Abs is a Professor of Education at the University of Duisburg-Essen. He serves as national research coordinator of the International Civic and Citizenship Education Study, ICCS 2022, and has been involved in several national and international Projects on teacher education and education for democratic citizenship. Dr. Abs’s research focusses on the effects schools have in shaping democratic identities, knowledge, and behaviour of young people and on the role of teachers as well as teacher education in the process of political socialization.

 Educational Science, Educational Assessment, Comparative Education:

International large-scale assessment, civic and citizenship education, political socialization

 German, English



Prof Itxaso Tellado,

UVic-UCC (University of Vic)

Lecturer of Sociology of Education and Family, Schools and Contexts in Teacher Education. Currently focused on research for the overcoming of social and educational inequalities for vulnerable groups and Involved in research for gender violence prevention. 
Former member of the Board of AMIE (Multidisciplinary Educational Research Association) in Spain. Currently, a member of the convenor group in the EERA (European Educational Research Association) Network 10 on Teacher Education Research. 
Mentoring experience with Graduate students at the Master and PhD level. 





Adult Education, Gender Studies, Teacher Education

 Spanish, English



Prof Dr Jefferson Mainardes,

Universidade Estadual de Ponta Grossa (State University of Ponta Grossa) – Brazil

Prof Mainardes is a lecturer in Education Policy at the Universidade Estadual de Ponta Grossa (State University of Ponta Grossa) – Brazil. His research interests are:
- Education Policy
- Epistemology of Education Policy
- Research Ethics
- Academic writing]
- Researcher training (Doctorate)

 Education Policy:

Education Policy
Research Ethics
Policy Cycle Approach
Bernstein's Theory

 Portuguese, Spanish, English



 Prof Joanna Madalińska-Michalak,

University of Warsaw

Joanna Madalińska-Michalak is a Full Professor of Social Sciences (Educational Research). She is based at the Faculty of Education, University of Warsaw, Poland. She is a Head of the Chair of Didactics and Teacher Education, a member of the Board of Scientific Discipline, University of Warsaw and a member of the University Board of the Pedagogical University in Cracow, Poland. She is an Honorary Professor at Aarhus University, Danish School of Education, Denmark. She is a member of editorial boards and a member of reviewers’ panels for such scientific journals as Teachers and Teaching: Theory and Practice, European Journal of Teacher Education and South African Journal of Education.
Her research work has focused on educational leadership, teacher education, teachers’ and school principals’ work, lives and development, and research ethics. She is an author of more than 250 scientific publications, mainly articles in journals and books. She is involved with global, international, and national scientific organisations. She is the Vice-President of the World Education Research Association (WERA), Chair of the Teacher Education Policy in Europe (TEPE) Scientific Network, and President of the Polish Educational Research Association (PERA). She serves as a member of the Board of Directors of the International Council of Education for Teaching (ICET), a chair of World Education Research Association International Research Networks (WERA-IRNs), a representative of the Polish Educational Research Association in World Education Research Association (WERA), a member of the Council Board of European Educational Research Association (EERA), and a member of the Board of Scientific Associations at the Polish Academy of Science. 


 Social sciences, Education:

Joanna has highly developed communication, interpersonal, pedagogical, teamwork and leadership skills. She is open to dialogue and innovative ideas. She is flexible with using electronic tools. Her mentoring skills are very high. She has long-standing expertise in supervision of doctoral students and academic support of emerging researchers.




 Prof Maria Czerepaniak-Walczak,

University of Szczecin, Poland

I am a long-term academic teacher. For many years, I have been conducting regular doctoral and postdoctoral seminars and I am leading, advising, and supervising research topics related to my research interests, namely critical and emancipation pedagogy, university pedagogy, as well as teacher education and professional development. I have experience in international research collaboration, including research on the culture of trust and educational interactions, human rights, digital literacy as well as transformative teachers in the face of the challenge of a new deal. Some of my projects are lead with action research strategy.


 Member of research groups in the international EU (Marie Curie programs)-funded projects:

SIT (Stimulators and inhibitors of the culture of trust in educational interactions assisted by modern ICT), EDiTE (The European Doctorate in Teacher Education) and TICASS (Technologies of Imaging in Communication, Art, and Social Sciences)


 Education sciences:


Action Research, ICT, Teacher Education

 English, Polish, (spoken Russian)



 Prof Dr Marinanne Schüpbach,

Freie Universität Berlin, Germany

Marianne Schüpbach Professor Dr. is a chair in Primary Education at Freie Universität Berlin, Germany. Schuepbach is an empirical researcher whose research focuses on extended education (all-day school, afterschool etc.) predominantly in Switzerland and Germany, school career transitions as grade retention, school teaching and school. In the last years, she has carried out different studies funded by the Swiss National Science Foundation and the German Research Foundation in the field of extended education, multi-professional collaboration in school and teaching and acculturation of immigrant students. She received her PhD from the University of Fribourg, Switzerland (CH) in 2004 and her Habilitation from the University of Bern (CH) in 2009. From 2010 till 2014 she has been an assistant professor of research on teaching and school at the Institute of Educational Science, University of Bern (CH) and from 2014 till 2019 she was a chair in Primary Education at the Institute of Educational Science, University of Bamberg, Germany.


 Education, Primary Education, Education Psychology:

extended education (all-day school, quality, students´ development, international comparative perspective), multi-professional collaboration in school and teaching (in class, all-day school, inclusive setting) and acculturation of immigrant students


 German, English, French, Italian



  Prof Dr Motlalepule Ruth Mampane,

University of Pretoria, South Africa

Prof Ruth Mampane is an Associate Professor and Head of Educational Psychology Department, University of Pretoria. Her research focus is on academic resilience, family and adolescent resilience. Her scholarly contributions are centred on the influences of context and developmental processes on academic resilience, adolescent and family resilience against multiple adversities that South African families are exposed to. Mampane's research is unique in highlighting family resilience in the resource-constrained context of South African townships and cultural influences on family resilience. On international scholarship, she received a postdoctoral award from the University of Michigan (Ann-Abor), African Presidential Scholar (UMAPS) for the period August 2010 – February 2011. Prof Mampane also received NRF funding (2013-14/ 2018-2020) focusing on the Determinants of family resilience. Mampane published more than 26 Journal articles in accredited peer-reviewed journals and book chapters and has supervised more than 25 Masters and PhD student's to completion. Currently, she is a course leader on four Continuous Training and Development programs for teachers coordinated by Business Enterprises (a business unit of the University of Pretoria) focusing on the training of psychologists, registered counsellors and teachers on behaviour and various forms of disability. Her postgraduate supervision centres on the overarching theme of resilience. Finally, her international collaborations also aim to present multiple case studies on the resilience of families and youths.


 Psychology (Educational Psychology):

Educational Psychology; Township Schools and Context; resilience; academic resilience; drop-in Centres; adversity; inclusive Education




  Prof Santiago Cueto,

Senior Researcher Group for the Analysis of Development (GRADE)


Santiago is the Country Coordinator for Young Lives Peru and leads the policy and communications work in Peru ( He is Executive Director at GRADE in Lima, specializing in education. He holds a degree in Educational Psychology from the Catholic University in Peru and a PhD from Indiana University (Bloomington, USA).
In 2010, he received the National Award in Psychology by the Professional Board of Psychologists in Peru. He has been a visiting researcher at the Universities of California (Davis) and Oxford, and a consultant for international organizations such as the World Bank, the Inter-American Development Bank, and UNESCO and was a member of their Global Education Monitoring Report advisory board. Aside from his position at GRADE, Santiago is also a Professor at the Catholic University in Lima and a member of the National Council of Education in Peru.



 Educational psychology:

Measurement, program evaluation, longitudinal studies, research-policy links

 Spanish, English


Dr Satu Perälä-Littunen,

University of Jyväskylä, Finland

Dr Perälä-Littunen is an adjunct professor works as a research coordinator and a big part of her work concerns doctoral education at the doctoral programme in education, University of Jyväskylä (JYU). Her research interests focus on home-school cooperation, parental thinking, and recently on doctoral education. C
urrently sheis a senior mentor of the Emerging Researchers Group in European Educational Research Association (EERA).


 Education, Family Studies:

Qualitative and mixed methods, interviewing

Finnish (native), English, Swedish, some German



Assoc Prof Sofia Marques Da Silva,

University of Porto, Faculty of Psychology and Education Sciences

 Associated Professor at the Faculty of Psychology and Educational Sciences, University of Porto, Portugal, and member of CIIE – Educational Research and Intervention Centre. Lecturer in sociology of education and research methodologies. Has been doing research in the field of inclusion, diversity and youth. Since 2010 has been involved in developing an online and offline ethnography with young people from border regions. She is the PI of the national project GROW.UP – Growing up in border regions in Portugal: young people, educational pathways and agendas. Convenor of the European Conference on Educational Research (ECER) and editor-in-chief of the Journal Ethnography & Education (Taylor&Francis/Routledge). Board member of the Portuguese Society of Education Sciences. Expert of the European network NESET II (Social Dimension of Education and Training) and of EACEA (Education, Audiovisual and Culture Executive Agency). Is member of the Programme Committee for the specific programme implementing Horizon 2020 - the Framework Programme for Research and Innovation (2014-2020). She is deputy coordinator of the national initiative Portugal INCoDe.2030, on digital competencies.



 Sciences of Education, Sociology of Education, Research Methodologies:

Youth and educational pathways, border and regional studies, resilient schools and communities, digital methodologies

 Portuguese, English, French



Assoc Prof Tan Seng Chee

National Institute of Education, Nanyang Technological University, Singapore


Dr Seng Chee TAN is the Associate Dean (Higher Degrees), Office of Graduate Studies and Professional Learning, NIE/NTU. He has been working on integrating technologies into education in different positions, as an assistant director in the Ministry of Education, as the Head of the Learning Sciences & Technologies academic group, and as the Acting co-director of the Centre for Research & Development in Learning at NTU. His research interests include Computer-Supported Collaborative Learning, knowledge building, and the use of technologies in education. His recent publications include “Knowledge Creation in Education” and “Transforming teaching and learning in higher education.”


Computer-supported collaborative learning, knowledge building, technology integration, instructional design

 English, Chinese



  Prof Winnie SO,

The Education University of Hong Kong, Hong Kong


 Prof Winnie SO is a Professor of Department of Science and Environmental Studies of the Education Hong Kong of Hong Kong, and the Director of the Centre for Education in Environmental Sustainability, currently focused on research and development related to STEM learning, and Science & Environmental Education.


STEM learning, sustainabiility




Assoc Prof Woon Chia Liu,

National Institute of Education, Nanyang Technological University, Singapore


 She is a co-founder of NIE’s Motivation in Educational Research Laboratory (MERL), and the Immediate Past Dean of Teacher Education (2014-2018). During her deanship, she led and developed the NTU-NIE Teaching Scholars Programme, and the 16-month enhanced Postgraduate Diploma in Education programmes. In addition, she was a key member of the steering committee and a co-chair of the working committee that shaped the Singapore Teaching Practice model. 

She was the President of the Educational Research Association of Singapore (ERAS), and represented Singapore in the World Education Research Association (WERA) Council (2011-2015). She was also the co-convener of the WERA-IRN (International Research Network) titled “Teacher education for the 21st century: Developing teachers who are thoughtful, reflective, and inquiring.”



Her research interests include self-concept, motivation, teacher education and clinical practice.


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