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EDiTE Focus Issue – CEPS Journal

We are glad to announce that our EDiTE focus issue in the CEPS Journal has just been published online! You can download the whole focus issue and individual papers in the following link:

The theme of the focus issue is “Transnational Perspectives of Transformative Teacher Learning in an Emerging Europe” and guest editors were Michael Schratz and Vasileios Symeonidis. The issue includes seven papers of the EDiTE researchers related to the theme of transformative teacher learning, as well as two Varia papers and two book reviews. The researchers provide findings of their particular research in one or more European countries. In their work, they approach the theme of the focus issue from different angles by drawing on different aspects of teacher learning, including teacher education, school leadership, diversity, innovation, and others.

The CEPS journey has been truly a community endeavour that lasted approximately two years, from the moment that the EDiTE researchers made a proposal for a focus issue to the CEPS editorial board until revisions took place and the final outcome is now published. Several authors collaborated with their supervisors, as well as partner organisations.

We sincerely hope that you enjoy reading the focus issue and looking forward to receiving your comments!


News from the South: WERA 2018 and International PhD-Programs in Teacher Education – Mutual development and exchange of ideas

Christian Kraler and Maiko Stuerz (University of Innsbruck) from the European Doctorate in Teacher Education (EDiTE) and Irma Eloff (University of Pretoria) from the African Doctoral Network in Teacher Education (DNTEA) presented a paper on strategies, ideas and findings on international PhD programs in Teacher Education at the WERA 2018 conference. The World Education Research Association conference “Reimaging Worldwide Education Research” took place between the 3rd and 5th of August in Cape Town, South Africa.

The presentation “International Doctorate in Teacher education. Lessons learned and considerations for the future” was an outcome of an ongoing and expanding collaboration between Prof Dr Irma Eloff from the University of Pretoria and the Department of Teacher Education and School Research, University of Innsbruck. Prof Eloff visited Innsbruck in May 2017 and was guest professor at the department during summer term 2018. Irma Eloff is Deputy-chair of the Council of the SA Akademie vir Wetenskap en Kuns (South African Academy of Arts & Sciences). She serves on the UNESCO International Task Team for Teacher Education and is founding member and lead facilitator of the continental African Deans of Education Forum (ADEF) and. The ADEF is currently planning the African Doctoral Network in Teacher Education (DNTEA). Its aim is to generate knowledge in teacher education to support Global Goal #4 (SDG4) and to leverage the potential of doctoral networks for indigenous knowledge creation in Africa, by African scholars. The DNTEA will have a strong focus in and on Africa, whilst taking a globally connected approach.

At the WERA Conference Prof Eloff, Christian Kraler and Maiko Stuerz presented ideas based upon (1) the ongoing research collaboration between Pretoria and Innsbruck and (2) experiences drawn from EDiTE and the planned DNTEA project. The need of international continental based PhD programs in teacher education derives from the idea to see school as a societal subsystem that mirrors society in its substantial structure in a self-similar way. In a world of globalisation, acceleration, economization, diversification, pluralisation and strong movements of political ideas, people and goods ““The importance of the role of the teacher as an agent of change, promoting understanding and tolerance, has never been more obvious than today. It is likely to become even more critical in the twenty-first century. The need for change […] places enormous responsibilities on teachers.” (Delores 1998, p. 141f). PhD-programs like EDiTE and DNTEA explore and research these issues with a strong emphasis on dissemination and the implementation of ideas.

Main aspects of the presentation and lively discussions where:

  • (Importance of a theoretical framework) International PhD programs in teacher education with focus on fundamental principles facilitate frameworks that foster collaboration between different learning, teaching and research cultures (eg. in EDiTE: Transformative Teacher Learning for Better Student Learning within an Emerging European Context or in DNTEA: UN Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all).
  • Despite of mostly short term funding policies, the alignment with long-term continental strategies support sustainability (human resources, curricula, implementation of ideas) and the building of institutional networks (that might change after a first project phase).
  • International programs in Teacher Education face multiple (partially contradictory) national and institutional regulations (especially because of usually extensive and complex national bureaucracy-driven regulations in the field of formal education).
  • Even within an international and inter-institutional program, sometimes problems (legal, technical, administrative issues) are more likely to be solved bilaterally than with a project wide approach.
  • The value of institutionalised, well-prepared and planned direct personal interaction of all project members can never be underestimated.
  • Supervision and Co-supervision shared between supervisors from different countries and institutions might lead to challenges but foster mutual understanding and enrich the PhD candidates’ academic experiences in the end.
  • Content or subgroup specific social media and platforms foster continuity in communication and the constant exchange of ideas. They are an important pillar of self-organisation.
  • A feasible period for an international PhD would be 4-6 years (including planning process).
  • One crucial factor for success and sustainable effects is creating strong networks on different levels of an international PhD project (project network, PhD-students network, supervisor-network, local project management network) supported by adequate software solutions. Keeping them alive is worth the effort and needs systematic planning.
  • At least some aspects of the project should be implemented funding independent to ensure continuity in times without project specific financial support.
  • A content wise focused program with an overall goal (compatible with strategies of international organizations or institutions) lifts conceptualizations of teacher education and teacher identities beyond the national level.

One of the most motivating aspects to experience was that the collaboration between members from EDiTE and DNTEA serves as a problem solving machine and idea generator. The different cultural and structural backgrounds of the two programs enrich the discussion and give hints to future directions.


Left to right: Christian Kraler (Austria) and Maiko Stürz (Austria) from EDiTE, Therese Tchombe (Cameroon), Irma Eloff (South Africa) and Alois Chiromo (Zimbabwe) from DNTEA




EDiTE Course in Lisbon is About to Restart!

After the success of the last semester, IEUL continues to host an EDiTE-organised module titled ’Educational Issues in Europe’. The aim of the course is to discuss relevant topics in current European education with higher education students that both reflect EDiTE research and respond to the needs of university students. The seminars are going to be held by several EDiTE researchers and provide glimpses into their research areas. The planned topics will include prescriptive teacher training, initial teacher education and curriculum, supervision, democratic citizenship and cultural diversity in education. The lecturing EDiTE members are Luís Tinoca, Catarina Sobral, Ezra Howard, Shaima Muhammad, Wanderson Oliveira, Sofia Sá and Nikolett Szelei.


EDiTE at ECER2018

The annual conference of EERA took place between 3-7th September in the charming city of Bolzano, under the theme of ’Inclusion and Exclusion: Resources for Educational Research?’. We made sure that EDiTE was well represented at the conference: a number of EDiTE supervisors and ESRs (Anna Babicka-Wirkus, Lucie Bucharová, Malte Gregorzewski, Gábor Halász, Petr Novotny, Michael Schratz, Nikolett Szelei, Vasileios Symeonidis, Tamás Tóth) presented their EDiTE-related or independent work. Moreover, EERA designated a key session to EDiTE where the programme coordinators and researchers presented the EDiTE framework, reflected on their learning journey and started brainstorming about future possibilities.

The full list of EDiTE related presentations at EERA ECER2018:

EERA ECER Central Event:

Schratz, M., Halász, G., Tinoca, L., Swennen, A., Symeonidis, V., & Howard, E. : European Doctorate in Teacher Education: Bridging the gap between research and professionalism in Europe.

(Presented by: Malte Gregorzewski, Gábor Halász, Michael Schratz, Anja Swennen, Vasileios Symeonidis, Nikolett Szelei, Tamás Tóth)

 EDiTE-related paper sessions:

Bucharová, L. : Changes or tradition in daily practice in elementary teaching in Czech Republic, Poland and Portugal.

Gregorzewski, M., Paasch, D., Wiesner, C., & Schratz, M. : What values drive school leaders? — An instrumental approach for evidence-informed school leadership.

Angerer, S., Pham, G., Schreiner, C., Pisanu, F., Paasch, D., & Gregorzewski, M. : Innovative Contributions to School and Classroom Development.

Szelei, N. : Schools at crossroads: how to respond to cultural diversity? A case study from urban Lisbon

Szelei, N., & Alves, I. : Conceptualisations of student diversity in an area-based intervention in Portugal (TEIP).

Symeonidis, V. : Europeanisation and education governance: The case of teacher education reforms in Austria, Greece and Hungary.

Symeonidis, V., & Kovacs, H. : The European Doctorate in Teacher Education (EDiTE): Insights and potentials of a European joint doctorate.

Tóth, T. : The pedagogy of hopelessness.


Michael Schratz, Vasileios Symeonidis, Tamás Tóth, Anja Swennen, Malte Gregorzewski and Gábor Halász after the EDiTE Central Event


Michael Schratz introducing EDiTE


Nikolett Szelei and Michael Schratz in discussion with the audience


Vasileos Symeonidis presenting his paper


EDiTE at the 15th annual conference held by the HEIRNET

EDiTE early-stage researcher, Shaima Muhammad had the opportunity to attend the 15th annual conference held by the History Educators International Research Network [HEIRNET],  at the Ionian University, Corfu, Greece, from August 31st to September 2nd, 2018. The conference theme was History Education and Meeting the Challenges of Immigration, Regionalism and Sectarianism, with sub-themes including: Historical culture, History education in the age of nationalism, regionalism, sectarianism, populism, globalisation and issues of identity, Assessment, its nature, purpose and role, Statutory curriculum documents, Professional knowledge – The history teacher’s craft (pedagogy, didactics & praxis), practitioner knowledge – Integrating theory and practice, and others.

HEIRNET brings together researchers from around the world interested in history’s cultural, educational, moral, social, political and citizenship roles. Shaima had two presentations at the conference. The first was on her current PhD research on the teaching of citizenship education in Austria and Portugal, where she presented some initial findings on the Austrian case, and the second presentation was about a previous research study she conducted previously involving analysis of Syrian history textbook to deconstruct the notion of identity and provide alternative narratives needed for peace and transitional justice in post-contexts.

The following link provides information about the conference program and the abstracts that were presented, which shows the diversity of topics and contexts.

The conference was a rewarding opportunity for Shaima to be up-to-date with the latest research in the field, to receive constructive feedback on her research and to establish networking opportunities and meet contacts with like-minded researchers and teachers who showed interest in future collaboration.



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Boosting Teacher Quality Study

During July, European Commission published a study titled Boosting teacher quality: Pathways to effective policies. The document was generated by a large team of researchers, working across contexts and disciplines, among which Gabor Halasz, the head of ELTE in the EDiTE consortium, was in the core research team.

Overall, the study discusses a number of transversal issues that concern teacher professional competences and how quality is perceived, as well as number of specific policy areas and, respectively, evidence of good practice. The study is currently available only in English and can be read online here:



EDiTE at the 7th Rethinking Educational Ethnography Conference

The 7th Rethinking Educational Ethnography Conference, that took place at 1-2 June 2018 was organized by EDiTE supervisor György Mészáros at the Faculty of Education and Psychology of Eötvös Loránd University. With the theme “Rethinking platforms for teaching ethnography: facing changing conceptualizations of culture and challenges from post-materialist philosophy, globalization, and mobile modernity”, the conference’s main focus was on the challenges of ethnography and teaching ethnography; the changing platforms for teaching and learning ethnography; the specificities of Eastern European academia in relation to ethnography; the dynamics of centre, semi-periphery and periphery;  neoliberal challenges for ethnographic research and its transmission; post-modern and post-materialist philosophy and learning ethnograpy;  learning new methods to study teaching and learning in the context of globalization and mobile modernity. EDiTE researcher from the University of Lower Silesia, Tamas Tóth presented his ethnographic research on teacher education in the context of marginalized communitites in the Eastern-European peripheries.



This year’s 8th International Conference on Critical Education took place at the University of East London from July 25 to 28 and focused on the theme of “Critical Education and Activism Against Neoliberalism/ Authoritarian Neoconservatism in Education, State and Society.” EDiTE researchers from the University of Lower Silesia, Tamas Toth and Josefine Wagner had the unique opportunity to present their research on “Pedagogy of the Spectacle” and “Inheriting Education?”, respectively, at the Early Career/PhD Invited Sessions. Also, EDiTE supervisor, Prof. György Meszaros from ELTE University attended ICCE and offered the audience his excellent talk on “Returning to Reality: Critical Ontology for Anti-Capitalist Research and Activism in Post-Socialist Semi-Periphery.” The conference is highly recommended to critical young scholars as the atmosphere is warm, welcoming and encouraging to thinkers who want to share their thoughts and actions for social and education justice and receive excellent feedback for further improvement and reflection


Democracy & Diversity Institute, Wrocław, Poland

From 6-22 July, EDiTE researcher Beata Zwierzynska participated in 2018 Democracy & Diversity Institute organized annually by the New School’s Transregional Center for Democratic Studies. Beata took part in Agnes Heller’s open lecture, and a discussion on Kielce Jewish pogrom events and screening of Bogdan’s Journey documentary, and two courses (each one consisting of 12 meetings): “’Europe is dead,’ Philosophy, History, and Politics in the Thought of Jan Patocka” led by James Dodd – Professor of Philosophy, NSSR; and “Democratic Crisis and the Politics of Social Media” led by Claire Potter – Professor of Historical Studies, NSSR.

The first seminar focused on the philosophy of Jan Patočka, in particular to his conception of Europe, and its moral death. Patočka was a Czech philosopher who is also remembered for being one of the original signatories of Charter 77 – human rights movement in communist Czechoslovakia. He was interrogated by the police because of his involvement in the movement. During the seminar, the required readings included Patočka’s Heretical Essays, Plato and Europe, “Titanism”, “Masaryk’s and Husserl’s Conception of the Spiritual Crisis of European Humanity”, “On Masaryk’s Philosophy of Religion, Hannah Arendt’s The Human Condition, Dostoyevsky’s Brothers Karamazov and The Dream of a Ridiculous Man, and many more. But most importantly for Beata’s interest in the Havel’s “The Power of the Powerless” (dedicated to Patočka and influenced by his thought) – a famous essay  first published in Poland, and an important text and inspiration for the Polish Solidarity movement leaders.

The second seminar was devoted to the history of democratic crisis mainly through the examination of different types of media, including the most influential ones: Facebook and Twitter, and the rise of a global digital public sphere. This sphere, and numerous counter spheres inspired both democratic, and anti-democratic actions; life—saving initiatives and destructive populisms: grassroot democratic organizing, but also cynical political influence on elections; communication between fleeing refugees, but also bots, fake news, or antivaccination movements. The discussions were not only theoretical, but also debates on the role of citizens and intellectuals to counteract such phenomena; understanding the mechanisms of the online spaces, but also finding the principles to create democratic spaces, rather that participating in provocation, misinformation, or information chaos by being unaware of the usage of attention economy and media manipulation. The discussions were based on the close readings of 4-5 articles for each class ranging from more traditional texts like Benedict Anderson’s Imagined Communities, Jurgen Habermas’ The Structural Transformation of the Public Sphere, and Nancy Fraser’s “Rethinking the Public Sphere: A Contribution to the Critique of Actually Existing Democracy” to current analyses of cybermedia, political realms, and societies, for example: Sanjay Sharma’s “Black Twitter? Racial Hashtags, Networks and Contagion”, Anne Applebaum’s “Britain After Brexit: A Transformed Political Landscape”, and Wendy H. Wong and Peter A. Brown’s text “E-Bandits in Global Activism: WikiLeaks, Anonymous, and the Politics of No One.


EDiTE at ATEE Spring Conference

From June 7-9, EDiTE was represented at the 2018 Association for Teacher Education in Europe (ATEE) Spring Conference, organized together with the Faculty of Pedagogy and Psychology of the University of Bialystok, Poland. The conference was dedicated to the theme of “Designing Teacher Education and Professional Development for the 21st Century: Current Trends, Challenges and Directions for the Future.” EDiTE supervisor and program director at the University of Lower Silesia, Prof. Hana Cervinkova captivated the audience with her keynote speech on “Central European Teacher Education Amidst Global Flows.” In her paper she argued for grounding pre-service teacher education in a critical understanding of diversity and social justice to better respond to the challenging conditions of globalization. She placed her presentation in the context of post-socialist Central European societies that were once deeply diverse and became violently homogenized through totalitarian regimes (Nazism and Communism) in the 20th century. Cervinkova drew from her ethnographic research she conducted with Polish high school students to shed light on present day citizenship education and the urgent necessity for schools to create space for diversity, respect and communication. Furthermore, in the session “Becoming a Teacher,” EDiTE co-supervisor Dr. Anna Babicka-Wirkus from the Pomeranian University in Slupsk presented her paper on “Children’s Rights and Human Rights as a Key Condition for the Education of Transformative Teachers.” Lastly, Josefine Wagner, EDiTE doctoral student from the University of Lower Silesia presented her paper “Barriers to Inclusion – an Ethnographic Study of an Austrian Primary School” in which she focused on one of her three school-based research sites that comprise her doctoral dissertation on inclusive policies and practices in Poland, Austria and Germany.