About EDiTE

The European Doctorate in Teacher Education (EDiTE) is a four-year project supported by the European Union’s Horizon 2020 research and innovation programme, Marie-Sklodowska-Curie grant agreement number 676452.

The project takes place over a period of four years (October 2015 – September 2019). Under the project, fifteen Early Stage Researchers from eleven countries (Bhutan, Czech Republic, Ecuador, Germany, Greece, Hungary, Nepal, Poland, Serbia, Syria, USA) are employed by five partner universities, where they work closely with supervisors and pursue individual research projects in the framework of the EDiTE joint research programme.

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Culture & Society

Disability – A Litmus Paper for Morality in Poland

Polish parents of adult disabled together with their children are again organising a sit-down strike. On Wednesday (April 18, 2018) they entered the Sejm, the lower house of the Polish parliament. This time they have other opponents.

Three years of EDiTE at ELTE culminating with the award of doctoral degree for three of our ESRs


Am vergangenen Montag war ich zusammen mit @MichaelSchratz bei der Buchpräsentation in Bezug auf die Entwicklung der PädagogInnenbildung in Österreich. Ein spannende und politisch relevante Buch, wo wir einen Beitrag veröffentlicht haben.


Latest News

Institut_fuer_Bildungsforschung_und_PaedagogInnenbildung_Webinar_thumbnail_1280x720px Upcoming Webinar: The Transformative Potential of Doctoral Networks in TE (1/25/2021) - Doctoral networks in teacher education can offer a space for communication, exchanges and joint academic training to researchers and practitioners with an active role in building the future for the next generation of global citizens. They can also contribute to the internationalisation of teacher education by promoting mobility and recognition of qualifications across borders and have the potential to better link theoretical and practical knowledge in education research across the variety of related disciplines and extend the qualification paths of teachers. Across the world, we are currently witnessing the emergence of partnerships and higher education networks. Globalisation has also dictated Continue Reading
9780367856267 Vasileios Symeonidis’ book is out! (11/27/2020) - We are proud to announce that Vasileios Symeonidis's dissertation has been officially published as a book by Routledge under the title "Europeanisation in Teacher Education: A Comparative Case Study of Teacher Education Policies and Practices". This book explores the phenomenon and process of Europeanisation in the field of teacher education. Drawing on comparative case studies in Austria, Greece and Hungary, it examines empirical data and analyses key themes around the continuum of teacher education, the development of teacher competence frameworks, and the support to teacher educators. The book is the first of its kind to systematically research the landscape of European teacher Continue Reading
School-University Partnership Insights from an International Doctorate Program on Teacher Education (8/31/2020) - Within the EDiTE project a research project was conceived and implemented by ELTE and their three Early Stage Researchers in the frame of work package 5, focusing on building partnerships. The research was aimed at exploring the role of School-University Partnerships (SUPs) in teacher education and educational development. The research was designed including four pillars. In the first pillar, the theoretical framework of the research was established based on a systematic literature review carried out in a multi-dimensional way combining different perspectives of all researchers involved. In the second pillar, next to the small-scale quantitative research on EDiTE school-university partnership, Continue Reading

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

The theme of the EDiTE program, Transformative Teacher Learning for Better Student Learning within an Emerging European Context, draws on the deep interdependence of educational research and practice. Therefore, over the course of the project, the EDiTE community envisions growing  into a leading European network for innovation in teacher education, accessible to academics, practitioners and policy makers.


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 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.


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.

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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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