EUROPEAN DOCTORATE IN TEACHER EDUCATION (EDiTE)

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.

Latest Blog Post

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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.

if you know someone who could be interested, don't hesitate to share!
Thanks in advance! @soutomanning @DrRLofthouse @LDH_ed @DavidPowellHud @davideparmi @marco_snoek @rubenvanderlin @CollectivED1 @euatweets @AER_AARE @EDiTE_EJD @lllplatform @Ef_VET @eu_schoolnet @scientix_eu

My new blog post in Voices on Education on the distrust beneath the recent teacher strikes https://t.co/lUqTgThLuw @Harvard_Ed_Pub @cueducation

Latest News

DSC_0526 Successful Doctoral Defence in the EDiTE Programme (6/25/2019) - The doctoral defence of Monika Rusnak (Self-Funded Researcher within the EDiTE Programme) was held on June 17th in the University of Lower Silesia. Rusnak's dissertation entitled, Learning to Trust. Teacher Research in Support of Democratic Collaboration among Parents and Teachers, reveals the various dimensions of distrust in education.  Her action research conducted with parents, teachers and students offers rich insight into structural, relational and contextual barriers to meaningful educational partnerships. Monika’s dissertation was supervised by Prof. DSW dr hab. Hana Červinková and co-supervised by Prof. Luis Tinoca from the University of Lisbon. Dr hab. Anna Wirkus-Babicka was the auxilary supervisor. Continue Reading
Myanmar Day at ELTE Impact of EDiTE (5/22/2019) - Six Myanmar doctoral students of the Faculty of Education and Psychology from Eötvös Loránd University held an event “Myanmar Day” on 16 May, 2019. The Presenters were five first year PhD students of the international doctoral programme in European Teacher Education and Higher Education research, the continuation of EDiTE at ELTE and the sixth person was an adult education student from the faculty. The event covered such topics as Education in Myanmar including both Basic Education and Higher Education, with special focus on Higher Education and its reform strategy, implementations, current tasks, vocational training and teacher education of Myanmar as Continue Reading
Final Virtual Seminar Virtual Seminar 2019 – Career Perspectives of EDiTE Graduates (5/21/2019) - The third and final European Virtual Joint Seminar 2019 entitled “Career Perspectives of EDiTE Graduates” took place on Thursday, May 16, between 14:00 and 16:00 CEST. It was hosted by the University of Lower Silesia with a technical support from the University of Innsbruck. During the seminar we were honoured and proud to host Professor Marilyn Cochran-Smith (Boston College, USA) who gave an inspiring lecture entitled "Reflections on Teacher Education: Looking Forward, Looking Back" and shared with us reflections on her career path. The seminar was offered after graduation of most of the EDiTE Early Stage Researchers and EDiTE Self-Funded 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.

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

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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