Eötvös Loránd University, Budapest, Hungary
Deisi Yunga is an MSC Early Stage Researcher and an Assistant Research Fellow at Eötvös Loránd University (Hungary). She was awarded a full scholarship by the Erasmus Mundus Master’s Program Mundusfor, and holds an M.Ed. in Teacher Education specializing in vocational education and training from the University of Granada (Spain) and the Oslo and Akershus University College of Applied Sciences (Norway).
Deisi worked as an international projects director in Ecuador and Peru where she coordinated a peace education project in former war zones with the support of the International German Cooperation (GIZ). This led to her becoming part of an initiative to create a UNESCO Chair in Culture of Peace and Education in Ecuador which was approved in 2012. At the same time, she served as a junior lecturer in the Faculty of Law at Technical University of Loja (Ecuador). Later she worked as a research assistant in a project to improve the Higher Education System in Ecuador.
Having worked in two different continents and being exposed to a diverse range of realities made her interested in how education can serve social change resulting in having educational policy, equity and gender equality as part of her interests. She is currently researching: Adult Education, Professional learning, Non-Formal and Informal Learning.
Helena is a MSC Early Stage Researcher at ELTE in Budapest (Hungary). Her research project covers teacher learning in innovative learning environments as she attempts to understand how education can serve social change and development. Next to education, Helena’s professional interests also include European affairs, nation-building and identity, and gender.
Prior to joining the Marie Curie family, Helena was a consultant at the Technopolis group in Brighton (UK), where she experienced working in a dynamic setting that deals with commercial evidence-based research, mainly within large European Commission evaluations. Before that, Helena had the chance to see the other side of the coin, as a trainee at the Commission’s DG Education and Culture. In addition, she has years of experience in facilitating non-formal educational trainings in the field of youth across the Balkans. Helena obtained her master degree through Erasmus Mundus Lifelong Learning: Policy and Management programme, in Copenhagen (Denmark) and Bilbao (Spain), and she holds a Bachelor in Community Youth Work.
Csilla Pesti is a MSC Early Stage Researcher at the Eötvös Loránd University in Budapest, Hungary. She holds an MA in teaching (Teacher of Engineering) and during her master studies her field of interest was the study of secondary school students’ logical thinking with the use of Raven’s Standard and Progressive Matrices. Her research topic is titled “The evolution of teacher education programs in different countries with a special focus on the role of practicum in developing teacher competences”.
Gábor Halász is doctor of the Hungarian Academy of Sciences. He is professor of education at the Faculty of Pedagogy and Psychology of the University Eötvös Loránd in Budapest where he is leading a Centre for Higher Educational and Innovation Research and the Doctoral School in Educational Sciences. He teaches, among others, education policy, sociology of higher education, education and European integration and global trends in education. He was Director-General of the Institute for Educational Research and Development in Budapest where he is now scientific advisor. Professor Halász has worked as an expert consultant for a number of international organizations, particularly the OECD, the European Commission, the World Bank, and the Council of Europe. Since 1996 he has been representing Hungary in the Governing Board of CERI (OECD), he also served as president of this Board. Professor Halász is the national coordinator of the EDiTE project in Hungary. For more information see Gábor Halász’ personal homepage: http://halaszg.ofi.hu/English_index.html
Working as an associate professor of education, Dr. habil. Janos Gyori is one of the leading professionals of a wide range of educational issues in Hungary. He is an expert of action research methods in education (mainly: lesson study method), and teachers’ professional knowledge construction and development both in formal and non-formal education. Also he is a renowned expert of cultural aspects of education. He deals with the theory and practice of multicultural education in schools and teacher training programs, and also the social and cultural aspects of gifted students’ development. On these and many other educational issues he published 5 volumes, edited 10 others, and published more than 150 chapters and articles in English and Hungarian in the last 15 years. Also he gave plenary talks and lectures in a high number at national and international conferences during the last 15 years.
Erika Kopp, PhD is an assistant professor of the Centre for Organisation, Teacher and Teacher Education Research at Eötvös Loránd University’s Faculty of Education and Psychology. She joined the staff of the Faculty in 1996. She works as a teacher trainer and as a lecturer in the University’s Education MA programme. She is interested in teacher’s professional development and has been involved in development projects related with school improvement and teaching methods. She participated in several research and development projects at Eötvös Loránd University; among others she has been involved in an action research studying BA programmes and in a project on learning outcomes under the umbrella of the Hungarian Higher Education Research Programme.
Orsolya Kereszty, PhD., habil. associate professor, director of institute at Eötvös Loránd University, Faculty of Education and Psychology, Institute of Research on Adult Education and Knowledge Management, and director of the Adult Education Doctoral Program at the Doctoral School of Education at Eötvös Loránd University. Her research interests include professional development and professional learning, workplace learning, gender inequalities in education.
Orsolya Kálmán, PhD is a senior lecturer at the Institute of Educational Sciences at Eötvös Loránd University, Higher Education and Innovation Research Group, and a member of the Quality Assurance Committee of the EDiTE programme. She has been involved in teacher training, pedagogy BA and MA and in-service training since 2004. In 2009 she wrote her PhD with the title Students’ Learning Characteristics and Changes in Learning. Her research interests are learning, supporting learning, teachers’ professional development and higher education pedagogy. She has participated in the development of teacher education programmes and teachers’ competencies and professional development.
György Mészáros is assistant professor at the Faculty of Education and Psychology. He has been teaching in teacher education since 2004, and has been involved in several research and development projects since he defended his PhD in 2009. He does mainly critical ethnographic research, but his research interests include critical pedagogy, academic subjectivity, teachers’ professional development, critical epistemology, autoethnography, participatory ethnographic research, and LGBT and gender topics. He has more than 50 publications. He is the head of the Anthropology of Education Research Group in the Institute of Education of the Faculty. He is member of the Administrative Council of the Association for Teacher Education in Europe. Beside his academic duties he is involved in queer leftist activism in Hungary.
Judit Saád is the project manager of the EDiTE programme at the Eötvös Loránd University, Hungary from 1 September 2016. She holds an MA in English Language and Literature, a European Union expert degree and a certificate titled Translator specializing in the field of Social Sciences and Economics. She has experience in teaching English for adults, project generation, grant monitoring, initiating projects in the area of culture. In the previous eight years she has been involved in several international research and development projects in the area of cultural heritage protection and management in the various roles of project assistant, financial manager and project manager.
Kinga Káplár-Kodácsy is the project assistant of the EDiTE program and is currently a PhD student at the Eötvös Loránd University (ELTE), Faculty of Education and Psychology. She is also a qualified secondary school teacher (Hungarian Literature and Grammar, and English as a Foreign Language) and a qualified novice teacher mentor. Prior to her employment at ELTE, she worked as a secondary school teacher; during her MA studies she was awarded a number of short- and long-term international study grants in Austria, Belgium and the USA. Her current research interests include the reflective practice of mentors, online mentoring and adult learning environments in pre-service teacher education. Due to her teaching experience she has practical knowledge of community development and youth work, as well as classroom and community management.