at the University of Bialystok, Poland. I am grateful to the Association for Teacher Education in Europe (ATEE) for their support, and particularly to Åsa Morberg (President of the ATEE), Ronny Smet (RDCs coordinator), and Mariagrazia Tagliabue (Head of the Office) who have contributed greatly to the improved quality of the conference programme.I would like to extend my gratitude to the Dean's Board and my colleagues from the Faculty of Pedagogy and Psychology of the University of Bialystok for their great support and friendly working atmosphere before, during and after the conference.I also express my special thanks to the reviewers for their helpful and constructive comments that have helped to improve the quality and readability of the chapters: