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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 as both a practitioner and a researcher and has led partnerships focused on improving mentoring, strengthening learning communities, developing educational networks, and using AI to advance professional learning. His publications contribute to wider debates on the future of teaching and balance theoretical insight with practical relevance.