Professor Hilda Borko, Stanford University, California, USA
Keynote title: Supporting Teacher Leadership for Virtual Science Learning During the COVID-19 Pandemic
Her research explores teacher cognition and the process of learning to teach, with an emphasis on changes in novice and experienced teachers' knowledge and beliefs about teaching, learning, subject matter, and their classroom practices. She is particularly interested in factors that facilitate and hinder teachers' learning of reform-based practices, and in policies and practices that can support teacher change. Currently, her research team is studying the impact of the Problem-Solving Cycle -- a professional development program for middle school mathematics teachers that we designed -- on teachers’ professional community and their knowledge, beliefs, and instructional practices. Link to profile.
Dr Coralie Delhaye, Inspector of non-compulsory Education, City of Brussels, Belgium
She is a higher education administrator and a scientific consultant at the Center to Support Excellence in Teaching at Stanford University, where she previously was a postdoctoral scholar and coordinator of the Improving Science Together program: A partnership aiming to develop a school district’s teacher leadership capacity in the field of scientific argumentation. Her research interests include collaborative research, science education, argumentation, science and social representations, and teacher professional development. She holds a BA in Psychology and Education Science, an MA in Education Science, and a PhD in Education Science from Université Libre de Bruxelles, in Belgium.