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Rebecca Tickell is an education consultant and researcher specialising in teacher education, leadership development, and system improvement across international and cross-cultural contexts. Her work focuses on developing teaching practice, building leadership capacity, designing evidence-informed professional learning, and supporting sustainable change in complex educational environments.

She recently completed her DPhil in Education at the University of Oxford. Her doctoral research examined both "the being" and "the doing" of teacher mentoring through the lenses of competency, self-efficacy, and personal lived experience. Working from a pragmatist–critical realist perspective, she employed an innovative multiple and mixed-methods research design to offer original empirical, conceptual, and experiential insights into how self-beliefs shape teacher mentor identity and practice (e.g., see Tickell & Klassen, 2024, https://doi.org/10.1016/j.tate.2023.104452).

Bridging practitioner insight with academic rigor, Rebecca’s broader research interests include how self-efficacy shapes human identity and behaviour, the process of 'becoming' through mentorship, and how underlying social learning mechanisms can either replicate existing educational structures or catalyse transformative change.

She remains actively engaged in academic collaborations, applied research, and practice-informed teaching that foster meaningful partnerships between universities and global education systems.