Wieslaw Antosz 1

“Opening Conditions for Possibilities” – Wieslaw Antosz transforms practice with people with intellectual disabilities through the works of Michel Foucault

Wieslaw Antosz 1

At the University of Lower Silesia, Wieslaw Antosz introduced his doctoral dissertation supervised by EDiTE professor, Lotar Rasinski, Constructing the Subjectivity of People with Intellectual Disabilities from the Perspective of Michel Foucault’s Philosophy to EDiTE students. Dr. Antosz spoke about the deep impact that the works of Michel Foucault, Ludwig Wittgenstein and Chantal Mouffe had on transforming his own practice of working with people with mental and intellectual disabilities. Foucault’s Discipline and Punish, he named as key literature to changing his thinking based on the question of what were the conditions for something to come into being? Foucauldian methodology of archaeology and genealogy made him see the logic of an institution. You needed to look at institutions from the distance, from the outside and investigate in the question of how has that which is become possible, he explained. Resulting from this, he thought of special pedagogy literature as knowledge of what was possible, of how people with disabilities were constructed based on the language that the discipline offered. Therefore, his approach would build on opening conditions for possibilities for people with disabilities. Contextualizing his philosophical work for us, Wieslaw explained that he had opened protected households in which people with intellectual disabilities could live free from the control of non-disabled people. His practice deeply rooted in critical theory, he emphasized, intended to restore the subjectivity of the individual that was impaired by the gaze of the non-disabled onto the disabled body. Wieslaw concluded from his PhD dissertation that what was essential to his practice was to show people with disabilities care for the self instead of suiting imaginations of who and how they should be according to others.


EDiTE Lisbon Team Launching BA Module „Educational Issues in Europe”

EDiTE Lisbon team embarked on a new mission this term: introducing a wide array of European perspectives, issues and research topics in the University of Lisbon’s Bachelor programme in Education and Administration. Although long-term courses are usually held only in Portuguese at IEUL, EDiTE Lisbon team established the very first English-language course in the BA programme. The aim of the course is to open up topics in European education for 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 different current European topics, so that later on students themselves can decide which area to look into more profoundly. The proposed topics will touch on prescriptive teacher training, initial teacher education, elementary school teaching, active learning in higher education, as well as issues of equity, inclusion, democratic citizenship and multuculturalism in education; lectured by EDiTE members Luís Tinoca, Inés Alves, Lucie Bucharová, Ezra Howard, Shaima Muhammad, Wanderson Oliveira, Sofia Sá and Nikolett Szelei.

EDiTE at ATEE Winter Conference 2018

Association for Teacher Education in Europe (ATEE) in collaboration with the host university Hogeschool Utrecht has organised this year’s Winter Conference under the theme Technology and Innovative Learning. The conference took place on 15-16 February in Utrecht and has truly provided a glimpse of the potential of disruptive innovation in education sector.

The first day of the conference featured a number of amazing keynote speeches, including the presentation of Dr. Caroline Pontefract on essential work of the UNRWA-UNESCO in zones most in need of quality education. The second day offered a truly disruptive feeling to the conference, as the organisers partnered with the Perfect Storm conference that aimed at creativity, design thinking and learning. The programme provided a mix of inspiring speeches, such as the one of Dr. Rebecca Ferguson the lead author of the Innovating Pedagogy reports and senior lecturer at the Open University, as well as Ewan McIntosh, the force behind the NoTosh platform. Most significantly, the second day of the conference took place in the creative and innovative working space of the Perfect Storm group settled in an old refurbished furniture factory. The venue itself was unusual setting for an academic conference, one such that hits the point of innovation in education and inspires waves of creativity and disruption.

Our early-stage researcher, Helena Kovacs, was there to represent EDiTE and to talk about her research findings in relation to teacher learning in innovative schools in Portugal. The presentation provoked a discussion not only related to specific learning potential in innovative schools, but also about the necessity for it, as well as the preparedness of teachers and teacher education institutions to actively deal with it.

Next on ATEE conference agenda is the Spring Conference in Bialystok (Poland) from 7-9 June with the overarching topic of Designing Teacher Education and Professional Development for the 21st Century: Current Trends, Challenges and Directions and the Annual Conference in Galve (Sweden) from 20-22 August with the main theme A Future for All – Teaching for a Sustainable Society. It is worthwhile mentioning that the Spring Conference in Poland will also feature Hana Červinková, the programme director of the EDiTE at the University of Lower Silesia. Call for presentations are currently open for both of these ATEE conferences.




Call for Papers: Back to Reality – Mapping the Crossroads between Theory and Practice in International Teacher Education Research

In a cooperation between EDiTE and NAFOL, we’ve announced a new opportunity for publishing in the forthcoming conference book: Back to Reality – Mapping the Crossroads between Theory and Practice in International Teacher Education Research. This publication is aimed to showcase a large diversity of educational issues with a particular focus on how they reflect on the educational realities, in classrooms, kindergartens, schools, universities, policy-making bodies, and other places where educational practice happens. With this book we would like to provide an understanding what research means for practice and what are the practical recommendations generated from our research endeavours.
The book is prepared in collaboration with the Norwegian National Research School in Teacher Education (NAFOL) and it aims at bringing together academic input from early-career researchers working on a wide array of issues related with educational research and practice. We welcome contributions which have the potentiality to interpret the (dis)connection and map the crossroads between educational research and practice.

This book is matched and married with the EDiTE-NAFOL 2018 Conference in Budapest and as such is specifically devoted to the works of researchers at their early stage of careers. Both the conference and the book focus on showcasing the research potential of the next generation of researchers and the valuable insights they can bring to the table in their respected educational fields. It is at the highest principle of EDiTE and NAFOL to support the applicative powers of research hence this book offers space for topics that embrace development and testing of new practices, research with practitioners, policy and practice research that hold valuable insights to future of policy-making, as well as evidence-based research implications for practice.

Please have a closer look at the Call for Papers and the requirements, and in case there any questions do not hesitate to contact us at submission@edite.eu.

EDiTE at LIEMC 2018: Presenting teachers’ voices from Portugal


EDiTE researcher, Nikolett Szelei, presented some findings of her study at the Language, Identity and Education in Multilingual Contexts conference in Dublin, 1-3 February, 2018. The conference gathered a wide range of international studies focusing on bi/multilingualism from the aspects of multiple language acquisition, psycho- and neurolinguistics, translanguaging, early bilingualism and heritage language development, speech processing, language use, pluriliteracies, language policies, multilingual education, multiculturalism, and globalisation. Keynote speaker Prof. Jasone Cenoz addressed „Multilingualism and Translanguaging in Language Learning in School Contexts”, while prof. Elizabeth Lanza talked about „Transnational Families as Public Spaces: Multilingualism, Ideologies and Identity Online”, and Prof. Pádraig Ó Duibhir highlighted „Minority Language (Re)vitalization: The Role of Education”. Nikolett Szelei’s paper presentation focused on how teachers experience linguistic diversity, the challenges they face, and the kind of strategies they apply in multilingual classrooms in Portugal. A special attention was given to students of minority languages in a predominantly Portuguese-language school system. Applying an ecological perspective, Nikolett analysed teachers’ situations embedded in their school contexts, and explored teachers’ perceptions, challenges, needs and strategies in the classroom.  Nikolett finds it important to understand teacher realities in multicultural and multilingual school contexts, as a starting point to improve education in Portugal.

EDiTE at the ICSEI 2018 in Singapore

The International Congress for School Effectiveness and Improvement (ICSEI) is one of such global educational conferences that shouldn’t be missed, and this year again EDiTE had its representatives ready for the challenge. The conference was organised in Singapore between 8 and 12 January under the overarching theme of Deepening School Change for Scaling: Principles, Pathways and Partnerships. From our research rows, EDiTE was represented in Singapore by an early-stage researcher Helena Kovacs and the head of the EDiTE consortium Michael Schratz.

The highlights of the Congress included a number of great keynote speakers including Dr Carol Campbell, Lucy Crehan, Professor Kiyomi Akita and Dr Alicia Grunow, as well as several thought-provoking keynote panel discussions. Already at the beginning of the conference, the head of the EDiTE consortium, Michael Schratz, was awarded a lifetime membership for his dedication to educational research and commitment to ICSEI where he served as a previous president.

During the parallel sessions, Helena Kovacs had presented the outcomes of her collaborative work with Malte Gregorewski, an EDiTE early-stage researcher from Innsbruck who was not able to attend the Congress himself. Their joint work spans over a year and was described as a core value of EDiTE which enables the potential of international collaboration. Titled as A mix that works: insights into Portuguese flagship schools, the presentation provided both an overview of EDiTE that facilitated this collaboration and the exploratory model authored by the Kovacs-Gregozewski team and used to analyse schools in Portugal that they jointly visited during their secondments.

ICSEI 2018 was also an opportunity to explore other parallel sessions describing different educational systems, practices and initiatives that sever for bettering educational experiences and lead to more meaningful outcomes for all involved. Among these, there was a number of sessions on Singaporean system analysed from different angles, providing great insight into this educational super-power. The next International Congress for School Effectiveness and Improvement is planned to take place in Norway, in January 2019.




Breaking the stereotype of the We-group and the Others in Austria: EDITE seminar with Prof. Barbara Herzog-Punzenberger


On 23.01.2017, EDiTE invited Prof. Barbara Herzog-Punzenberger, researcher at the University of Linz, to share her experience on migration and teacher education in Austria. She started her seminar by focusing on demystifying some common beliefs on the „Austrian we”. Who are the high-achievers in Austria and why? Is low achievement a city problem related to migration? Do all migrants have low educational family background? Do all pupils with migrant background are underachievers in Austria? Prof. Herzog-Punzenberger’s presentation showed evidence from a large scale research study that the reality is more nuanced than one might think, questioning common media narratives in Austria and Europe. She also introduced the seven policy actions of MiME (Migration und Mehrsprachigkeit project) that, based on research findings, targeted seven core aspects of migration and education in Austria 1) the diversity of countries and origins 2) the diversity of family languages 3) the diversity of social strata 4) kindergarten and primary school pedagogy 5) segregation 6) selections in educational pathways 7) school achievement and competences. These policy initiatives aimed at breaking the stereotypes of „we and them”, showing the effects of national and organizational structures on pupils with migrant background, and offering alternative solutions for the future.  Prof. Herzog-Punzenberger, as well as EDiTE members, highlighted the importance of teacher education as a crucial platform to bring about change in achieving these goals, and transform the narratives on migration.



Prof. Herzog-Punzenberger in conversation with EDiTE members

Link for MiMe project: http://paedpsych.jku.at/index.php/mime/


EDiTE Lectures: Prof. Prenzel on how to improve teacher education in Germany


The EDiTE team at UIBK launched a new initiative, the EDiTE Lectures, in order to connect local research advances with a larger international audience regarding issues in teacher education. The idea behind the EDiTE Lectures is to invite remarkable researchers contributing to teacher education in local contexts, and by conducting the sessions in English, make findings available, and possibly useful for other localities. On 22nd January 2018, EDiTE was happy to host Prof. Dr. Manfred Prenzel, professor at the Technical University of Münich, and member of the German teacher education reform initiative „Qualitätsoffensive LehrerInnenbildung“. Dr. Prenzel shared insights from this impressive project that mainly aims at improving the organizational structures for teacher education; the coherence between disciplines; the connections between subjects, practice and professionalism; as well as promotes teacher students to become involved in research. The ultimate vision of the project is to somewhat align the variety of contents, competences and accreditations across the universities in Germany in order to improve transferability and employability of teachers across the federal states of Germany. Having finished the second phase, the reform has already proved some positive outcomes: universities have actively started building organizational structures to achieve the project goals, as well as improved their research profile and collaborations with schools. With more phases to come, this programme largely shapes teacher education in Germany.


Manfred Prenzel’s speech at EDiTE Lectures


Manfred Prenzel’s speech at EDiTE Lectures


Manfred Prenzel (left) and EDiTE head coordinator, Michael Schratz (right) in conversation


Manfred Prenzel in conversation with the audience of UIBK


Planning Educational Research: A Collaborative Workshop at ELTE

It sometimes happens that what we imagine of our PhD journey is not how it ends up being in reality – this was the starting point provided by the host and one of the main organisers of the Planning Educational Research workshop, Saule Anafinova, the second year international doctoral student at ELTE. The workshop that happened on 14 December 2017 at ELTE Budapest brought together first and second year international doctoral students at ELTE with three EDiTE ESRs for a four-hour session that was an outcome of several preparatory meetings and discussions. The aim of the workshop was focused on understanding the challenges and bottlenecks of planning doctoral research and as such it offered space for a dialogue in ways to overcome them. This type of doctoral meeting will now be established as a regular practice each semester.

Prior to the event, seven ELTE doctoral students were separated into three groups and paired with EDiTE researchers, Tamás Tóth, Andras Fehervari and Helena Kovacs. Each group met on their own and, as part of their preparation, discussed the potential issues and analytically observed their research roadmaps. The three ESRs were involved in their capacities to facilitate the small team discussions and share their experiences of creating project proposals and how they battled some of the problems throughout their research.

The format of the workshop followed an interactive design through which, instead of classic PowerPoint presentations, the doctoral students provided a background to their dilemmas allowing more time for reaction and discussion. Furthermore, an online platform padlet allowed for dissemination of a vast number of useful references that was made available to all participants. Overall, the participants expressed their high satisfaction with the event as well as the groupwork support prior to the workshop.

Experiential Learning Through Exchange Between Portugal And Poland


With an aim to support exchange of ideas and good practices, but also as part of his research work, EDiTE’s early stage researcher Wiktor Bernad has organised a binational teacher exchange between Portugal and Poland. Wiktor’s research focuses on pedagogical supervision, teacher cooperation and personal development, and he is exploring this in the two mentioned countries, thus providing an opportunity for an exchange and learning was a great way to deepen the aspects of his research work and to give something back to the practitioners. This was also a perfect opportunity for Wiktor, whose home university is in Lisbon, to start off his secondment in Poland and introduce himself as both a researcher and a valuable capacity for a school he will work with.

The first day of the exchange event took place on 31 August 2017 in Wrocław, Poland and was hosted by the Polish primary school. The principal and vice-principal of the school, welcomed the representatives (the principal and the project coordinator) of the school cluster from Portugal who arrived together with Wiktor to the Wrocław primary school’s yearly opening conference. Approximately 70 teachers that work in the school joined this occasion.

The principal of the Polish school introduced Wiktor and the two guests from Portugal, after which Wiktor presented his research, himself and had talked about pedagogical supervision. His lecture included the core of international literature and evidence from the case study Wiktor developed based on his work in Portugal. This was a great introduction to the workshop provided by the two guests from the Portuguese school cluster. They presented a thorough overview of how the project of pedagogical supervision developed and became an integral part of the school culture, how it spread across the teacher community and what benefits it bore.

During the second day of the exchange, on 4 September, the Portuguese guests and Wiktor gave a more practical outline through which they talked about different examples but also provided space from Polish teachers to try some of the pedagogical supervision practices. Simulations of activities, through group work and creation of internal rules, gave the group of around 70 Polish teachers a taste of how this collaborative peer-learning technique could look.

This event was a truly valuable interaction between teachers from two different national contexts that not only provided opportunities for teachers to talk about their pedagogical realities, innovations, fears and learn good practices, but also to build on possible further building blocks of grass-root European exchange.