‘Transformative Teacher Learning for Better Student Learning within an Emerging European Context’ conference by EDiTE
We warmly invite you to the ‘Transformative Teacher Learning for Better Student Learning within an Emerging European Context’ conference, organised by EDiTE in Lisbon, 18-20 February, 2019, at the Instituto de Educação, Universidade de Lisboa (Institute of Education, University of Lisbon). We proudly announce this event as the final meeting of the EDiTE project that brought together researchers from five European universities in a joint effort to research current issues in teacher education. EDiTE researchers will come together in order to summarise and present their research findings of the last three years, and to engage with an international audience, in dialogue with well-known researchers, keynote speakers, policy makers, school practitioners and the public audience. All our sessions including keynote speeches and thematic parallel sessions are open and free to the public, but online registration is necessary. Abstract submissions are open for EDiTE and NAFOL researchers. Join our event!
EDiTE Research Programme: Transformative Teacher Learning for Better Student Learning within an Emerging European Context
The theme of the ‘Transformative Teacher Learning for Better Student Learning within an Emerging European Context’ conference draws on the deep interdependence of educational research and practice offered on the PhD programme. Therefore, over the course of the project, the EDiTE community envisioned growing into a leading European network for innovation in teacher education, accessible to academics, practitioners and policy makers. There are three main sub-themes:
How to increase the quality of teaching, improve the effectiveness of classroom-level processes and develop teachers’ practical knowledge?
We are interested in understanding how teachers learn about the learning of students by paying 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.
To contribute to this innovative perspective, we understand teacher learning as “transformative learning” in order to better understand their students’ learning and in most cases adapt their teaching. 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.
What are the implications of students’ learning non-measurable components for teacher education?
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.
What could be the emerging European context for the “European Teacher” (ENTEP/Schratz, 2010) learning? What skills, competences and attitudes of teachers should be developed?
We aimed to reflect on the future perspective of education in Europe as an on-going focus for ESRs in the process of their collaborative work across the partner institutions and countries.
Attending the Conference
There are two ways of attending the ‘Transformative Teacher Learning for Better Student Learning within an Emerging European Context’ conference, either as member of the public audience or by as a paper presenter. All sessions are publicly open and free of charge for the audience, but registration is necessary until 14th December (see registration). Abstracts for paper presentations are welcome from EDiTE and NAFOL doctoral candidates by 30th November. All attending EDiTE and NAFOL members (including supervisors, co-supervisors, secretariat) must fill in the registration form.
Abstract Submission Guidelines
We warmly welcome abstract submissions from EDiTE and NAFOL doctoral candidates who are at an advanced level/final stage of their PhDs. In this sense, we look for abstracts and consequent presentations that summarise doctoral thesis work. Abstracts are to be sent to EDITE@ie.ulisboa.pt by 1st November. The abstract should include the following details:
- Affiliation, Corresponding author’s email address
- 120 words abstract text
- 4-6 keywords
- The text should briefly tell about: Research Issue, Research Aims, Key Theoretical Perspectives, Methods, Main Results, Main points for Discussion/Conclusion
Paper presentations will be organised into thematic sessions that will run parallel. Paper presentations should last 15 minutes, followed by an interactive discussion with the audience. The presentation format must follow this structure: Introduction/Research Problem, Research Aims, Background of the Study and Significance, Key Theoretical Perspectives, Methods, Main Results, Discussion/Conclusion. Presentations should focus on and spend the most time on Results and Discussion, while the other parts should be presented concisely.
- Registration Starts 3rd September
- Registration Deadline 14th December
- Submission of abstracts Starts (EDiTE/NAFOL PhD students only) 1st October
- Submission of abstracts Ends (EDiTE/NAFOL PhD students only) 1ST November
- Feedback from the Scientific Committee 1st December
To be announced…
To be announced…
To be confirmed…
Institute of Education, University of Lisbon
(Instituto de Educação da Universidade de Lisboa)
Alameda da Universidade, 1649-013 Lisboa
Tel.: +351 21 794 38 53