Annalisa Sannino is Professor of Education at University of Tampere, Finland, and holds visiting professorships at University West, Sweden and at Rhodes University, South Africa. Her research focuses on collective learning and agency formation processes in educational settings, workplaces and communities. Her work is increasingly recognized as a substantive contribution to the field of cultural-historical activity theory in dialogue with other theoretical approaches. Her research has also a strong focus on the development of formative intervention methods aiming at bringing educational scholarship into active engagement to address acute challenges of societal renewal. Results of her research have been published in numerous publications across disciplines among which there are two edited books published by Cambridge University Press (2009) and Routledge (2013). Other publications include special issues she edited in the Journal of Educational Change (2008), Theory and Psychology (2011), Mind, Culture and Activity(2012), and Learning, Culture and Social Interaction (2015).

Viv Ellis currently holds the Chair in Educational Leadership and Teacher Development at King’s College London. He is an Honorary Research Professor in the Department of Curriculum and Teaching at Teachers College, Columbia University and Co-Director of the Centre for Innovation in Teacher Education and Development (CITED), a collaboration between Teachers College and King’s College.
 
He is also a visiting professor at Central China Normal University and Western Norway University of Applied Sciences (HVL) and, from 2017 to 2020, a member of the Advisory Panel on Teacher Education Reform for the Norwegian Higher Education Quality Assurance Agency (NOKUT).
 
Viv researches in the field of teacher education and development using the tools of cultural-historical theory. He has deployed formative intervention methodologies such as Developmental Work Research in the teacher education setting. Currently, however, he is theorising changes in practices described as innovations in a range of historical and contemporary studies.