María Fuentes
Counselor for in-service training process in the Linguistic- Communicative Area in the Innovative Teaching Training Centre (CFIE) in Segovia since September 2019. She completed her Bachelor's degree in English Philology. Subsequently, she got a Bachelor's degree as an English Primary School teacher from the University of Salamanca.
Agnieszka Szplit
Associate Professor at the Jan Kochanowski University of Kielce (UJK), Erasmus Faculty Coordinator, Vice-President of the Association for Teacher Education in Europe (ATEE), a chartered teacher of English. Interested in the following research topics: teacher education, teacher and teacher educators’ professional development, primary education, early foreign language education and bilingualism.
Zuzanna Zbróg
Associate Professor at the Jan Kochanowski University of Kielce (UJK). Head of the Community on Primary Education and Children Development Support, the vice-president of the Elementary Education Section in the Pedagogical Sciences Committee of the Polish Academy of Sciences; chartered teacher of primary learners, a logopedist. Research interests: primary education, teacher education, and educational research.
Anna Szczepanek-Guz
Assistant Professor at the Jan Kochanowski University of Kielce (UJK). Vice-Director of Educational Affairs at the Institute of Linguistics and Literary Studies. Specializes in American literature, intermediality, cognitive poetics, and teaches a variety of courses on literary studies and general English to future teachers of the English language.
Aldona Kopik
Assistant Professor at the Jan Kochanowski University of Kielce (UJK). Interested in the following research topics: child development, preschool and early school education and care, multiple intelligences, school readiness.
Jan Ardies
Graduated in 2001 as a professor of Electromechanics and Technological Education. In 2009 he obtained a master's degree in training and education sciences. As a teaching assistant at the University of Antwerp, he earned her PhD in educational sciences in 2015 with a longitudinal study of student attitudes toward technology.