Individual consultations aim at creating a one-to-one space for IRSS Participants who would like to share their experiences (positive or more problematic ones) in doing research, dealing with methodological issues, or wanting to consult some topics in a more personal way. We also want to give those interested in individual consultation the opportunity to discuss some academic integrity issues which likely cannot be shared in groups or during question
sessions. That is why – depending on the issue – individual consultations during the IRSS 2023 can be understood as a kind of mentoring, coaching or tutoring sessions.
Our consultants have strong backgrounds in quantitative methodology and communication-oriented research approaches. We believe that building a community of researchers requires a space for personal (one-to-one) involvement in the conversation that can bring us together in a more profound, humanistic way. Ph.D. Candidates and young researchers need space to be heard out to realize what they can bring to the scientific community. We hope that these individual consultations will meet the expectations of IRSS Participants to receive as much support as they need in their projects or in turning their ideas and intuitions into research of the best possible quality.
Monika Gromadzka, Ph.D. – University of Warsaw, Poland
Assistant professor, academic tutor, Certified Behavioral Consultant (a certificate from The Institute for Motivational Living), and coach. Areas of expertise: methodology, biographical research, self-directed learning, and use of games and simulations in adult education. Member of ESREA (European Society of Research on the Education of Adults) and ATA (Akademickie Towarzystwo Andragogiczne, Poland).
Author of numerous publications on adult education. Methodologist in national and international projects (i.a. EIT Food and Climate projects).
Currently, the leader in NAWA project Motherhood in exile. Biographical studies of mothers – refugees from Ukraine (the action research) and research on the social words of mature Poles in Sweden (the grounded theory).
Zuzanna Ewa Wojciechowska – University of Warsaw, Poland
An andragogist, assistant professor, doctor of social sciences in the field of education, an employee of the Lifelong Learning and Andragogy Unit of the Faculty of Education at the University of Warsaw. Theoretical and research interests include issues related to adult education, biography, biographical learning and (re)constructions, as well as professional change, career, contemporary life patterns, digitization of education and edutainment techniques. Interests include also issues such as intercultural learning and counselling, the fate of emigrants. A member of the Academic Andragogical Society, also a practitioner of adult education, involved in language education for more than 15 years, including teaching Polish to foreigners.
Małgorzata Przanowska – University of Warsaw, Poland
Assistant Professor (post-doctoral degree) at the Faculty of Education, University of Warsaw, Poland. She specializes in philosophical hermeneutics and phenomenological approach in educational research (Polish Phenomenological Association, Board Member). Her field of interest and expertise is communication, especially listening and question-based experiences, see: Listening and Acouological Education (WUW, 2019).
Sofia Marques da Silva, University of Porto, Portugal
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.
Mustafa Yunus Eryaman, International Association of Educators
Mustafa Yunus ERYAMAN serves as the president of International Association of Educators and as a Research Expert at the European Commission. He is currently the immediate past president of World Education Research Association (WERA) and professor of Curriculum and Instruction at Canakkale Onsekiz Mart University. He has worked as a DAAD-TUBITAK professor at the Institute for International Comparative and Intercultural Education in the University of Hamburg, Germany for two years. He was a visiting Professor and Honorary Research Fellow at the Institute for Policy Studies in Education at London Metropolitan University, UK in 2011. He received his MEd from the University of Missouri-Columbia and his PhD from the University of Illinois at Urbana-Champaign, USA.
Conor Galvin, University College Dublin, Ireland
Conor GALVIN (PhD, MPhil, MA, BA, CTG) is based at University College Dublin, Ireland, where he directs the UCD College of Social Sciences & Law SoE doctoral programmes, and also teaches and researches on green & sustainable education, public policy, and research methods and design. Dr Galvin’s research interests include sustainable development, policy networks, professional knowledge, and the impact of new and emergent technology on learning and society. His work is primarily qualitative & interpretivist and uses a variety of approaches and methodologies depending on the focus of the project; this includes critical policy analysis, discourse study, case analysis, narrative analysis, and research assemblage.
A. Lin Goodwin, Boston College, USA
Thomas More Brennan Chair of Education at the Lynch School of Education and Human Development. Prior to joining Boston College, she was Dean of the Faculty(School) of Education at the University of Hong Kong (2017-2022) and Vice Dean at Teachers College, Columbia University (TCCU) in New York (2011-2017), where she also held the Evenden Foundation Chair in Education. Professor Goodwin served as Vice President of the American Educational Research Association (AERA)—Division K: Teaching and Teacher Education (2013-2016), and is a Senior Research Fellow of the Learning Policy Institute. She received the 2022 Spencer Foundation Mentor Award honoring her work with emerging academics and doctoral students. She is the recipient of several multi-million-dollar U.S. federal grants to support TR@TC, an innovative teaching residency program at TCCU that she designed and launched in 2009, a program that has prepared 13 cohorts—and counting—of exceptional teachers for NYC schools.
Joanna Madalińska-Michalak, Faculty of Education, University of Warsaw, Poland
Full Professor of Social Sciences. She is based at the Faculty of Education, University of Warsaw, Poland. She is a Honorary Professor at Aarhus University, Denmark, and visiting Professor at al-Farabi Kazakh National University, Almaty, Kazakhstan. She has long-standing research and consultancy experience in the fields of teacher education, teachers’ role and continuing professional development, teachers’ professionalism and ethics, and educational leadership. Her research work focuses on educational leadership, school development, teacher education, teachers’ and school principals’ development, and research ethics. She is actively involved in many national and international research projects. She has delivered keynotes in a wide range of countries. She has acted as an expert advisor to international bodies and has been involved in research and educational programmes relating to school leadership, teachers’ success, teachers’ role, competences and professionalism, teachers’ ethics, and teacher education. Prof. Madalińska-Michalak currently serves as the series editor of a Brill Book series entitled: “Key Issues in Teacher Education: Research, Policy and Practice”, and as a member of the editorial board of a Springer Book series entitled “Evidence, Science and Public Good in Education”.
Alistair Ross, London Metropolitan University, United Kingdom
Emeritus professor of politics and education at London Metropolitan University, and a Jean Monnet Professor of Citizenship Education in Europe. He has been engaged in educational research for many years – he directed the Institute for Policy Studies in Education from 2000 to 2009, and founded and directed an EU Jean Monnet Academic Network on citizenship and identity from 1996-2008.
Since 2010 he has been working on young European’s political identities, working with over 350 small deliberative discussion groups (2000 individuals) across 33 European countries. His publications include Curriculum: Construction and Critique (2000, Routledge), Understanding the Construction of Identities by young New Europeans: Kaleidoscopic selves (2015, Routledge), Finding Political Identities: Young people in a changing Europe (2019; Palgrave Macmillan) and Educational Research for Social Justice: Evidence and Practice from the UK (ed.) (Springer, 2021)
Laura CAMAS GARRIDO, World Education Research Association (WERA) – IC