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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. Tal focuses particularly on the role of knowledge in professional practice and 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 relational dynamics of mentoring, the flow of knowledge in professional learning communities, and the processes involved in collaborative inquiry. Tal is also interested in the broader societal changes—including rapid technological advancements—that reshape expectations of educators and influence how they act professionally, raising new questions about educators' knowledge, autonomy, and the trust placed in them. His commitment to supporting positive educational experiences for students, teachers, and teacher educators is reflected in his work within research–practice partnerships. Tal has contributed to practitioner researcher-led initiatives aimed at improving mentoring, strengthening professional learning communities, and developing educational networks. His publications contribute to wider debates about the future of teaching, balancing theoretical insight with practical relevance.