Tal Carmi is a Lecturer in the School of Education at the University of Glasgow. His work explores professionalism in education and supports teachers and teacher educators in their professional growth. He focuses particularly on the role of knowledge in professional practice, as well as the conditions and relationships that shape meaningful professional learning.

His research examines how professionalism is constructed, enacted, and contested in educational settings. This includes studying the pedagogical and relational dynamics of mentoring, the flow of knowledge within professional learning communities, and the process of collaborative enquiry. He is also interested in how broader societal changes—including rapid technological developments—reshape expectations of educators and influence what it means to act professionally, raising new questions about educators’ knowledge, autonomy, and the trust placed in them.

Tal’s commitment to supporting positive educational experiences for students, teachers, and teacher educators is reflected in his work in research–practice partnerships. He has contributed both as a practitioner and as a researcher and has led partnerships focused on improving mentoring, strengthening professional learning communities, and developing educational networks. His publications contribute to wider debates on the future of teaching and balance theoretical insight with practical relevance.

• Teacher professionalism and professional learning
• Teacher knowledge, epistemologies, and agency
• Mentoring and co-teaching in teacher preparation
• Professional learning communities
• Practice-based teacher education

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Prior publications

2022-2024  The Applied Research in Teacher Preparation and Education Fund Grant, MOFET: Productive Mentoring for Student-Teachers in Academia-Classroom Program. 40,000 ILS, awarded 2022 (PI).