EUROPEAN DOCTORATE IN TEACHER EDUCATION (EDiTE)
EDiTE – EJD Programme vacancies: 15 Early Stage Researcher positions at five European universities

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The EDiTE project offers 15 full-time researcher positions in the field of Teacher Education at five universities (host universities) for well motivated and excellent early stage researchers from Europe and other countries under the condition that the funding authority approves the funding of all 15 ESR positions. The positions are financed from the European Union’s Horizon 2020 research and innovation programme under the Marie-Sklodowska-Curie grant agreement number 676452.

Early Stage Researchers (ESRs) are invited to apply to pursue individual research projects at one of the five partner universities (Eötvös Loránd University, Budapest, Hungary; University of Innsbruck, Austria; University of Lisbon, Portugal; University of Lower Silesia, Wroclaw, Poland and Masaryk University, Brno, Czech Republic) in the framework of the joint EDiTE research program as employed researchers. They will also be enrolled in the EDiTE PhD programme at host universities.

The overall term of employment is 36 months, which should be concluded by a successful research project with the awarding of the PhD title by the host institution and a joint EDiTE diploma by the EDiTE university consortium.

EDiTE Research Program: Transformative teacher learning for better student learning within an emerging European context

The research theme contains three key elements, which play a major role in the research agenda: TEACHER LEARNING – STUDENT LEARNING – EUROPEAN CONTEXT. We present here an explanation of the theme’s three components, which will be pursued by ESRs at each of the partner universities.

TEACHER LEARNING

One of the most important issues in education is how to increase the quality of teaching, improve the effectiveness of classroom-level processes and develop teachers’ practical knowledge. Almost all curriculum development interventions aim at improving teacher learning, as this is the most important tool in supporting teachers to cope with new challenges, a process that has implications on individual, institutional and national levels.

We are interested in understanding how teachers learn about the learning of students. Thereby it will be necessary to pay attention to (1) the nature of teachers’ professional knowledge, (2) the collective or social nature of teacher learning and (3) the role of teacher research. A range of (qualitative and quantitative) research approaches will be used to find out more about teacher learning in the participating countries.

According to research results, innovative learning environments, typically found in “knowledge-intensive” schools, could serve as the most inspiring context for teacher learning. In a dynamic context organizational structures are favourable to achieving the enrichment of applied methodologies, launching local-level innovations, developing organizational culture, and increasing students’ learning motivation and outcomes.

To contribute to this innovative perspective, we understand teacher learning as “transformative learning” (when teachers understand their students’ learning to which they adapt their teaching, which in most cases involves a radical change in their professional conduct). This transformative learning does not only happen during teacher education, but during their whole professional life, a great part of which is work-based. Teacher learning has to be connected to student learning. This is more than a learning theory, teachers and students belong to a community/communities of practice.

STUDENT LEARNING

Student learning is not only what can be measured (e.g. in effectiveness studies) but includes non-measurable components. In fact, most of our learning experience is not measurable (Conner & Sliwka, 2014). In our research, we are asking about the implications of this fact for teacher education, conducting research on the nature of the (deep) learning of teachers whose starting point is their understanding of the complex world of learning of their students. Ethnographic, phenomenological and other approaches will enable researchers to pursue research at this level of understanding.

EUROPEAN CONTEXT

Taking the “European Teacher” (ENTEP/Schratz, 2010) as a starting point, we will aim to define what the emerging European context for teacher learning could be (designed or forecast; cf. the Bucharest Reference Research Center focussing on Foresight Studies) and what skills, competences and attitudes of teachers should be developed. Reflection on the future perspective of education in Europe will be an on-going focus for ESRs in the process of their collaborative work across the partner institutions and countries.

EDiTE Research Community
EDiTE PhD Curriculum
EDiTE Consortium

Early Stage Researcher position

The beginning of the employment is scheduled for March 1st 2016. Employment is temporary with a duration of 36 months.

The job positions are two-fold:

  • As a researcher, you will be employed by a host university to work on your individual research project in the framework of the EDiTE joint research programme, and at the same time collaborate with the other researchers in the multi-level communities on the joint topic of Transformative teacher learning for effective student learning in an emerging European context. You can find further information on the salaries and financial benefits on the host universities’ websites.
  • You will also be enrolled in the EDiTE PhD programme at your host university. Participation in the EDiTE PhD programme is free of charge, if you meet the eligibility criteria, and leads to the awarding of a PhD title and joint EDiTE Diploma. Additional admission documents will be asked for by the host universities.

Before you apply, you must make sure that you hold the prerequisite basic entry qualifications / requirements as required by EDITE Project or by the university in which they wish to enroll. The following eligibility criteria and admission requirements apply:

Eligibility criteria

1) Early Stage Researcher: S/he shall, at the time of recruitment by the host university, be in her/his first four years (full-time equivalent research experience) of their research careers and have not been awarded a doctoral degree.

  • What does that mean? After you have obtained your Master’s degree (or equivalent) which entitles you to embark on a doctorate, your research experience (full-time/part-time) must not sum up to more than four years.

2) Mobility Rule: At the time of recruitment by the host university, researchers must not have resided or carried out their main activity (work, studies, etc.) in the country of their host university for more than 12 months in the 3 years immediately prior March 1st 2016. Compulsory national service and/or short stays such as holidays are not taken into account.

  • What does that mean? You must be willing to move to the country of the host university to take up the researcher position (or, if you already live that country, this must be for less than 12 months). A monthly allowance (€600) will be paid in addition to the salary to support your mobility, and an additional monthly allowance (€500) will be paid, if you have a family.

Each university has to submit for the applicants that are going to be employed a signed declaration to the EU that the applicants are eligible. Therefore, the EDiTE-EJD project will offer the positions only to those applicants that are eligible beyond doubt. Please, make sure to provide during the application process the relevant documents that prove your eligibility.

You do not fulfill the eligibility requirements? Please contact info@edite.eu before submitting an application.

Admission requirements

3)     Required Education Level – Master Degree or equivalent

The possession of a 90 ECTS Master’s degree (or, for relevant countries, its equivalent under previous Diploma/ degree regulations), institutional requirements apply

4)     Knowledge of the English Language

Very Good – B2 according to the Common European Framework of Reference for Languages (2011)

This website is part of a project that has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie-Sklodowska-Curie grant agreement number 676452.

The project has been funded with support from the European Commission. This website reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

 
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