Melania Bernabeu (https://orcid.org/0000-0001-7121-5795) is a postdoctoral student of the University of Alicante, Spain. Her research focuses on primary students’ understanding of geometry. Particularly, her interest is on how primary students understand the polygon concept and polygon classes. Currently, she is interested in how pre-service primary teachers develop the competence of noticing students’ understanding using vignettes.

Professor Dr. Sebastian Kuntze is a full professor working in the domain of mathematics education at Ludwigsburg University of Education. Among his research interests, investigating professional knowledge of pre-service and in-service mathematics teachers as well as their competence of analysing is in the centre, and research on vignette-based professional development activities keeps contributing to this research area. This work is intertwined with the transfer of innovations for practice contexts, both with respect of the mathematics classroom and with respect of the professional development of pre-service and in-service mathematics teachers.  

Dr Karen Skilling is a mathematics lecturer and researcher at the Department of Education, University of Oxford. She teachers on the MSc teaching and Learning, and the Secondary mathematics PGCE programmes as well as supervising doctoral students. Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods. Please see recent journal articles at https://www.researchgate.net/profile/Karen_Skilling: student and teacher beliefs about student engagement, iSTEM research and using ‘Vignette Frameworks’ for investigations in educational research.

Karen is a SRC member at St Antony’s College, Oxford and a Visiting Fellow at King’s College London.

Salvador Llinares (http://www.researcherid.com/rid/L-3614-2014) is full professor (CU) of Mathematics Education at University of Alicante, Spain. His research is focused on mathematics teacher learning and relationships between teaching practice and mathematics teacher’s knowledge and competence. He has coordinated several research projects on mathematics teacher learning and on the development of competence using classroom vignettes. He is author of different scientific publications in collaboration with colleagues on a national and international level focuses on teacher’s learning using vignette-based environments and considering different types technological approaches. 

Ceneida Fernández (https://orcid.org/0000-0002-4791-9247) is an Associate Professor (TU) in Mathematics Education at the University of Alicante, Spain. Her research focuses on mathematics teachers’ learning. Particularly, her interest resides in how pre-service teachers develop professional competences and knowledge to teach mathematics. She has participated in several research projects on mathematics teacher learning and on teachers’ professional competences development using classroom vignettes. She is the author of different papers in collaboration with colleagues from different universities related to the teacher’s learning using classroom vignettes.

Pere Ivars ( https://orcid.org/0000-0002-1965-8721 ) is a lecturer in Mathematics Education at the University of Alicante (Spain).  His research interests are focused on teacher training and the use of learning trajectories in teacher education. Particularly, his interest is on developing pre-service primary school teachers' competence to notice students' understanding through the use of vignettes in teacher education programs.

Dr Marita Friesen is a junior professor at the Institute for Mathematics Education (IMBF) at the University of Education in Freiburg. Her current research focuses on teachers’ education and professional development in the field of teaching Mathematics in heterogeneous classrooms. Dr Friesen taught Mathematics on secondary level for eight years before she completed her PhD thesis at the department of Mathematics and Informatics at Ludwigsburg University of Education in 2017. In her dissertation project, she developed a vignette- based test instrument for investigating teacher's competence in analysing classroom situations. A main focus of her work lies in the development and use of classroom vignettes in various formats, such as video, text and cartoon. Dr. Friesen has gained experience in using classroom vignettes for developing and evaluating professional competences in seminars with teacher students, early career teachers and in-service teachers. She has established cooperations and developed vignette-based learning material together with teacher educators for lower and higher secondary level as well as for special education teachers. Dr. Friesen presents her research and seminar work regularly at national and international conferences and seeks to develop and elaborate her approaches by collaboration and exchange with colleagues on a national and international level.