The project members are teacher educators with different backgrounds and experiences in education. The group consists of classroom teachers and researchers with a wide range of engagements in and outside of higher education. The common interest for all involved is a joint vision for the development of various teaching methods that are adressing and exploring theories and practices in teacher education.
Inge Timoštšuk (National and international project coordinator)
PhD, Educational Sciences, Professor of Primary Education at the School of Educational Sciences, Tallinn University in Estonia
Her competence areas include teachers´ professional identity, teaching and learning science in preschool, basic school and also in informal settings. She is teaching relevant courses and supervising students at all level of higher education at the School of Educational Sciences, Tallinn University.
Visiting lecturer at Tallinn University in Estonia.
Näkk's focus of research is on primary teachers’ work motivation, motivational classroom practices and students’ learning engagement. She has completed primary teacher education at Tallinn University, and has worked as a primary teacher. Currently she supervises pre-service primary teachers’ practicums and Master theses.
Doctoral student and junior researcher at Tallinn University.
Uppin's focus of research is learning in out-of-school environments in the context of formal education (i.e. fieldtrips to museums). She has background in environmental sciences and she has experience in teaching science and organizing educational work in the Estonian Maritime Museum. Currently she also lectures about learning across settings and supports pre-service primary teachers who specialize in science teaching.
Visiting Lecturer at the School of Educational Science, Tallinn University.
Tähti Siinmaa's focus is on organizing and supervising school practicums for classteacher education. As a lecturer she is teaching topics concerning the education system of Estonia and classroom management in a triangle of pupil-teacher-family.
She works part time as a classteacher and German language teacher at Tallinna Toomkool.
PhD in Educational Sciences and Associate Professor at the Institute of Educational Sciences, Tallinn University in Estonia.
Uusen's main interest and focus in research is related to the acquisition, teaching and assessment of the mother tongue, and in the last few years, she has also been involved in the development of e-assessment of mother tongue skills. Uusen's field of research is also activity-based teaching of mother tongue/communication skills. She mainly teaches mother tongue didactics in teacher training programs and the supervision of student thesis at MA level. Uusen also supervises the master's thesis seminar in teacher training curricula and is also the curator of the teacher education curriculum.
Erika Löfström (national project coordinator)
PhD, Educational Sciences, Professor of Education at the Faculty of Educational Sciences, Leader of Swedish-language primary teacher education (grades 1-6), University of Helsinki in Finland.
Löfström specializes in research on teacher education and teacher development, and ethics. She teaches at the master’s and doctoral level, including research methods and research ethics. She supervises master’s theses and doctoral dissertations. She is currently involved in EU-funded projects focused on research integrity, and on early career researchers, and she develops supervision training for supervisors of student teachers’ practicum.
PhD, Educational Sciences. Solveig works as University teacher in the Swedish-language primary teacher education program, Faculty of Educational Sciences, University of Helsinki, Finland.
Cornér area of expertise involves the development of social support practices from a systemic perspective in higher education. Her special interest lies within well-being, research ethics and integrity, research on teacher education and doctoral education. She teaches at both bachelor’s and master´s level. Solveig is involved in an EU-funded project, focused on research integrity, and in research project focused on mentoring for both student teachers’ and in-service teachers.
Laura Kiuru is a music teacher with more than 30 years of teaching experience behind her. She has also been teaching music didactics for primary teacher students and early childhood education students, and in 2020-2021 she is university teacher in the area of aesthetic subjects with responsibility for music teaching.
Doctoral student at the Faculty of Educational Sciences, University of Helsinki in Finland.
Her research interests include teaching practice within teacher education and practice supervision from the supervising teachers’ point of view. Her background is within General and adult education (Master of Arts) and she has worked as a Development expert at the University of Helsinki’s Centre for Continuing Education. She has also completed subject teacher qualification.
Master student at the Faculty of Educational Sciences, University of Helsinki in Finland.
Lindholm is currently writing her Master’s thesis on the subject well-being and social support among students within the educational sciences. Her background is within general and adult education, beside her studies she works as a research assistant at the university.
Linn Areskoug (national project coordinator)
PhD in Literature, Senior Lecturer at the Department of Education, Uppsala University in Sweden.
Areskoug specializes in research on the pedagogical uses of narratives in teaching, critical literacies, and norm critical pedagogy. She mainly teaches in language and literature methods courses in teacher training programs, the supervision of student thesis at advanced level, and courses on diversity in education. Areskoug is also teaching in various courses on methods in higher education in her work as a pedagogical developer at the Swedish University of Agricultural Sciences.
Carina Skeri is working as a teacher educator at The Department of Education, Uppsala University. She is a course leader in classroom management and Practicum. In addition to that, Carina has been working as a teacher in middle school in the Swedish language and Social Sciences. As from fall 2018, she has had an overall responsibility for educating cooperating teachers and developing Practicum in the teacher training programs. What interests her the most is to work with building bridges between theory and practice, and also developing student teachers by modeling good teaching skills.
Master in Didactics and Junior Lecturer at the Department of Education, Uppsala University in Sweden.
Eriksson teaches at the Teacher Education Program, preschool class and primary school, years 1–3 and 4–6 and at the Preschool Teacher Education Program, mainly in mathematics and school placement courses. She supervises students who write independent project and visits students during their teacher training at primary school. Eriksson has been involved in the project “Inclusion through group learning” (Cooperative Learning), and created teaching material in mathematics for grade 1–6.
Doctor of Philosophy in Sociology of Education, Senior Lecturer in History of Education at the Department of Education, Uppsala University, Sweden.
Bernhardssons research deals with the history of education, especially the evolution of modern, national educational systems in the 19th and 20th centuries. He mainly teaches historical courses within the teacher training programs and the MA program in Sociology of Education. For the last three years, he has been the coordinator of a project aiming to narrow the gap between academia and schools in teacher training.
Junior Lecturer at the Department of Education, Uppsala University in Sweden.
Kahlbom mainly teaches in mathematics methods courses, leadership courses and Practicum courses in the teacher training programs. She works part time as a science center pedagogue at Fenomenalen Science Center in Visby.
Helena Påls is working as a teacher educator at The Department of Education, Uppsala University. She is a course leader in classroom management and Practicum. In addition to that, Helena also working as a teacher in an international middle school in special education in the Swedish language and literature courses. She often visits students in their school placements at primary school. Helena’s primary focus is to work with preparing the student teachers for the complex group processes that is a part of the daily life in school, and to teach them the power of positive relationship building with the students in the classroom.
Doctoral student at Uppsala University in Sweden.
Norrman’s research focus is on functional writing in early school years through a teacher professional development intervention. Her perspective in this larger research project is from a multilingual perspective and looks at plurilingual students writing and instruction in both the Swedish classroom and mother tongue instruction. She has completed primary teacher education at Brooklyn College in New York (where she is from) and has worked as a primary and high school teacher in New York City as well as a middle school teacher (math, science, art and English) here in Sweden. Currently she works in the primary school and preschool education programs, teaching methodology and language theories and visiting students at their teaching placements in primary school. She also teaches in courses in language and knowledge development for working preschool, primary and high school teachers.