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Upcoming Webinar: The Transformative Potential of Doctoral Networks in TE

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 the need for international cooperation and internationalisation, transcending the boundaries of time and space in which universities are operating, and leading to convergences in the structure and organisation of higher education systems. In addition, massification and marketisation of higher education have intensified the need for universities to form partnerships with each other in order to be able to compete in the quest of scientific excellence and innovation.

This webinar brings together the knowledge and experiences of experts who participated in the creation of doctoral networks in teacher education in different world regions to discuss the value of and organisational challenges related to the estabilshment of such networks in an international comparative perspective.

In an effort to map the international landscape of doctoral networks in teacher education, we consider the following questions to be relevant:

• What is the value of doctoral networks in teacher education?

• How can these networks contribute to the goals of internationalisation of education and excellence in scientific research?

• Which are the main challenges facing the organisation of such doctoral networks?

• What are the topics that research on teacher education should be engaged with in the next decade?


PROGRAMME

17.00-17.15: Welcome and Introduction to the Webinar

Vasileios Symeonidis, PhD & Prof. Dr. Heike Wendt, University of Graz

17.15 – 17.45 National and Nordic Collaboration in Doctoral Education for Teacher Educators

Prof. Dr. Kari Smith, Norwegian University of Science and Technology

17.45 – 18.15 The European Doctorate in Teacher Education (EDiTE)

Prof. Dr. Michael Schratz, University of Innsbruck

18.15 – 18.45 Supporting Quality Education (SDG 4): Creating a Doctoral Network for Teacher Education in Africa

Prof. Dr. Irma Eloff, University of Pretoria

18.45 – 19.30 Panel Discussion (moderation: Prof. Dr. Heike Wendt)

Prof. Dr. Kari Smith, Prof. Dr. Michael Schratz, Prof. Dr. Irma Eloff, Dr. Vasileios Symeonidis, Prof. Dr. Marco Snoek (Amsterdam University of Applied Sciences)

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CONTACT

Dr. Vasileios Symeonidis: +43 316 380 3849, vasileios.symeonidis[at]uni-graz.at

Univ.-Prof.in Dr.in Heike Wendt: +43 316 380 2554, heike.wendt[at]uni-graz.at


ONLINE REGISTRATION

For registration please click here.

The event is provided free of charge.

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9780367856267

Vasileios Symeonidis’ book is out!

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.

9780367856267

The book is the first of its kind to systematically research the landscape of European teacher education, exploring the interactions between national and European influences in the trajectory of teacher education policy and practice. Chapters offer an original and in-depth understanding of European influences that draw on evidence from policy documents and interviews with relevant stakeholders. It argues that teacher education systems are being Europeanised, although at different speeds and directions for each country. Factors such as the socio-political and economic contexts, historical traits and policy actors’ preferences at both national and institutional levels determine the translation process.

This book will be of great interest for academics, educational researchers, practitioners and policymakers in Europe and beyond, informing wider discussions about the emerging European context in teacher education, education policy and what it means to be a European teacher.

https://www.routledge.com/Europeanisation-in-Teacher-Education-A-Comparative-Case-Study-of-Teacher/Symeonidis/p/book/9780367856267

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EDiTE Researcher wins 2019 Concha Delgado Gaitan Presidential Fellowship for Early Career Scholars by the Council on Anthropology and Education

EDiTE graduate Josefine Wagner (University of Lower Silesia & University of Innsbruck) was one out of five early career scholars that received the 2019 Concha Delgado Gaitan Presidential Fellowship Award by the Council on Anthropology and Education (CAE). As a section of the American Anthropological Association, CAE met during the annual meeting conference in Vancouver, Canada from Nov. 20-24, 2019 to acknowledge the work of senior and junior colleagues, as well as recent dissertations and books. The early career presidential fellowship includes a travel stipend and a one-year mentoring opportunity with the council’s past president Thea Abu El-Haj whose work has been highly influential for Josefine’s doctoral research on inclusive policies and practices in Central European schools. With this mentoring opportunity, CAE intends to “give early career scholars a mentoring boost toward tenure and/ or professional success, and to cultivate the next generation of CAE leadership” (anthrosource.com).

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Presenting European Research at the Annual Meeting of the American Anthropological Association (AAA) in Vancouver, Canada (Nov. 20-24, 2019)

At this year’s annual conference meeting of the American Anthropological Association, EDiTE supervisor Hana Cervinkova (Maynooth University; previously University of Lower Silesia) and her former doctoral student EDiTE researcher Josefine Wagner (University of Lower Silesia & University of Innsbruck) shared their Central European educational research in a multitude of formats from chairing a round table to presenting papers and receiving an award!

As a member of the Council on Anthropology and Education (CAE), a section of AAA, Hana Cervinkova chaired a highly engaging and critical panel that discussed the topic of Translation and Multilingual Publishing: Inequalities, Difficulties, Necessity? In the International Year of Indigenous Languages, this roundtable explored the role that anthropological publishing plays in the promotion or erosion of linguistic diversity world-wide, and in the potential deepening of anthropology’s global commitments. Among a wide range of highly acclaimed scholars, the roundtable included Jonathan Larson (University of Iowa), Michael Chibnik (University of Iowa), Francine Saillant (Laval University), Sylvia Caiuby Novaes (Universidade de Sao Paulo) and Ulf Hannerz (Stockholm University) who was also honoured for his lifetime achievements by colleagues and friends through a plethora of moving talks on World Watching. Discussants Martha Radice (Dalhousie University) and Virginia Dominguez (University of Illinois), former president of AAA, highlighted the tension of English-language hegemony in anthropology whereas the discipline claims to empower the diversity of cultures and phenomena it studies.

Together with Katherine Schultz (University of Colorado, Boulder), Thea Abu El-Haj (Barnard College), Jerald Isseks (Rutgers University) and Elzbieta Maria Drazkiewicz-Grodzicka (Maynooth University), Hana Cervinkova participated in the panel Interrogating educational policies and practices through frameworks of conflict, counter-democracy, and distrust: Families, educators, and youth engaging with policy across national settings (U.S., Poland, Lebanon, Ireland). As organizer and participant of the panel, Hana presented research from her ethnographic field work in Poland captured under the title: Struggling for Inclusive Imaginaries of Belonging. Policies and Practices of Educational Inclusion in Poland.        

Josefine Wagner organized the panel Struggling for Justice Within the Inclusion Policy-Scape: Re-Thinking the Foundations, Contradictions, and Exclusions of “Inclusion” together with colleagues Deborah L. Michaels (Grinnell College), Monica E. Rodrigues (Ferris State University), Richard Senghas (Sonoma State University) and Erich Fox Tree (Wilfried Laurier University). She presented material from her German research site that comes out of a multi-sited school based ethnography of Central European schools in her paper titled Overcoming Predictable Outcomes: From Special and Foreigner Pedagogy to Inclusive Education.

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UN-CRPD Ambassador at UIBK: Connecting Teachers, Connecting Policy and Practice

Dr. Agnieszka Kossowska of Opole University, who was honoured with the title Ambassador of the United Nations Convention on the Rights of People with Disabilities in 2017, visited the University of Innsbruck (UIBK) as guest lecturer from October 7-10, 2019.

During her doctoral work on inclusive education in Poland, former EDiTE researcher at ULS and currently postdoctoral assistant at UIBK, Josefine Wagner profited greatly from Agnieszka’s personal and professional insights into Polish education policy and practice. Together with disability studies professor Lisa Pfahl, Josefine invited Agnieszka to UIBK to lecture on the topic of Educational Justice for Children with a Special Educational Needs Status.

Also, Dipl.-Päd., Dipl.-Soz. Julia Biermann drew on Agnieszka’s expertise and invited her to speak on The Rights of Children and People with Disabilities in Poland and Europe. Furthermore, Agnieszka and Josefine visited EDiTE partner school VS Innere Stadt and principal Mag. Eva Nora Hosp to learn about transformative and inclusive teaching practice. Eva Nora has been an inspiring and courageous principal for over 15 years, who has built a faculty that is open to cross-national educational projects for the benefit of all children. Agnieszka who also founded the educational initiative FREE – Fundacja Rozwoju Edukacji  Empatycznej (Foundation for Empathetic Education) which functions as a school for children with and without special needs enjoyed the hands-on examples of Montessori pedagogy in action at the VS Innere Stadt and is looking forward to building training and cooperation opportunities between Polish and Austrian teachers. Also students of both schools could engage in language and cultural projects via modern technology or exchange visits.

Lots of great ideas are in the making here and we hope to continue to draw from the ties EDiTE has fostered!

Key words: UN-CRPD; Inclusion; school partnerships; disability studies

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EDiTE selected as an example of good practice

School Education Gateway selected EDiTE as an example of good practice in this month’s editorial. In her congratulation email, Ismini Georgiadi, Editorial Officer and Webmaster, writes: ‘We are impressed with your project, and thought it is a good fit for this month’s topic, Researching school education.’

You can find the publication here in 23 languages.

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Recognition Award 2019 – University of Innsbruck

On the 9th of October 2019 at 14.00, our EDiTE ESR Vasileios Symeonidis was awarded the “Annerkungspreis der Jury der Landeshauptstadt Innsbruck 2019“ for his doctoral dissertation. The award was given by the Vice-Rector for Research at the University of Innsbruck during a ceremony in which selected participants presented in short their dissertations. The award is provided annually by the municipality of Innsbruck and aims to recognise research projects conducted at the University of Innsbruck. Together with a certificate, the award includes a sum of Euro 500 that can be used for scientific activities. More information about the awarding ceremony can be found here: https://www.uibk.ac.at/newsroom/zum-jubilaeum-verdiente-persoenlichkeiten-geehrt.html.de

 

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EDiTE Among the Ten Most Relevant EU Projects

European Education Policy Network (EEPN) recently published a Desk research report on ten most relevant European Commission funded projects for teachers’ and school leaders’ more attractive career paths. The focus of the report was the question around making career paths for teachers and school leaders more attractive and in attempt to answer this question the EEPN organised a meeting in Amsterdam in February 2019. The meeting opened up a conversation about diverse topics concerning realities of schools, including health of teachers and school leaders, professional development, social and national demands, and the need for further support. After getting the input from conversations early this year, EEPN conducted a desk research of the Tempus database for projects funded by the European Commission and identified 10 most relevant projects for teachers and school leaders.

Among the top ten, EDiTE appeared as a “first ever transnational doctoral degree for professionals in the field of teacher education” and was commented on the potentials of the project for developing teacher education together with a project called Education for Future – Partnership Development for a joint and sustainable International Master’s Level Programme for Education Professionals.

Being identified as one of the top programmes for school teacher sand leaders is a quite significant recognition and provides a powerful boost for upcoming meeting of EDiTE where the future direction and actions will be discussed. Current and new partners across the continent who are interested in joining the conversation about how EDiTE can grow are going to meet in Amsterdam, 4-6 October, led by Anja Sweden, Vasilis Symeonidis and Michael Schratz.

Read the entire EENP Report here:

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One more international doctorate defended!

The doctoral defense of Lucie Bucharová (Marie Curie Skłodowska Research Fellow and doctoral researcher within the prestigious EU-funded Horizon 2020 European Doctorate in Teacher Education Program) took part on June 18, 2019. The event was hosted by the University of Lower Silesia and attended by the EDiTE community members from all over the Europe. Members of the Doctoral Committee constituted from professors from ULS and University of Lisbon, where Lucie pursued her doctoral research and study during her mobility phase in Portugal.

DSC_0561The dissertation entitled “Grammars of Schooling in the Post Authoritarian Context. Comparative Study of Changing Teaching Practices in Elementary Education in Czech, Polish and Portuguese Schools”, includes metaphor, which explains, how firmly rooted rules, tradition and bias are in our schools. Through her transnational research, Bucharová presented a phenomenographic analysis of how elementary teachers in this three countries did or did not change their teaching practices in response to the transformation of their culture and society.

DSC_0620Lucie´s dissertation was supervised by Prof. Maria Czerepaniak-Walczak (University of Szczecin), Prof. Maria Jaoa Mogarro (University of Lisbon), and dr. Anna Babicka-Wirkus (Pomeranian University in Słupsk). Her reviewers – Prof. Dorota Gołębniak of the Collegium Da Vinci and António Gomes Ferreira from the University of Coimbra both asked for her dissertation to be awarded with distinction. On the same day, the Scientific Council of the Faculty of Education of ULS awarded doctoral degree and bestowed distinction on Bucharová. As a part of the EDiTE co-tutelle agreement, Dr. Bucharova will also receive a doctoral degree from the University of Lisbon.

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Successful Doctoral Defence in the EDiTE Programme

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. The dissertation was reviewed by Prof. dr hab. Maria Czerepaniak-Walczak (University of Szczecin) and Prof. dr hab. Maria Mendel (University of Gdańsk). On June 18, 2019, the Scientific Council of the Faculty of Education of ULS awarded her with doctoral degree and bestowed her with distinction. As an EDiTE researcher, Monika Rusnak also received the European Doctorate in Teacher Education.