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.

Photo courtesy: OSCE/Ewa Marszalowska

The Challenges of Teaching About Bias, Prejudice, Intolerance and Antisemitism

On 21-22 November OSCE/ODIHR organized a meeting in Lisbon, bringing together experts of teacher education, teachers and community members to discuss the challenges of teaching about bias, prejudice, intolerance and antisemitism. The representatives of the Institute of Education, University of Lisbon were Professor Florbela de Sousa and EDiTE researcher Nikolett Szelei.

The meeting was part of the “Words into Action to Address Anti-Semitism” OSCE/ODIHR project that aims at preventing and responding to antisemitism in the sectors of security, education and coalition building. The meeting focused on education and classroom practices, taking into account the realities of pre- and in-service teachers in order to map out the challenges they encounter when addressing antisemitism, as well as to understand the possible underlying reasons of the absence of such initiatives in schools. The participants reflected on keynote speeches on the topics of bias, prejudice and antisemitism from the perspectives of teacher education, school programmes and neuroscience; and were involved in collaborative group work sessions and roundtable conversations sharing their points of view and voicing the realities of pre-, primary- and secondary classrooms; as well as pre-service teacher education. Moreover, the participants elaborated on a possible framework curricula for teaching about bias, prejudice and antisemitism and provided feedback on teaching resources, bringing in diverse experiences and national perspectives. Collaborative work between policy makers, academia and practitioners is essential when developing and implementing educational programmes, a core principle that EDiTE shares with the Words into Action project. Read more about the meeting here.

Twists and Turns: EDiTE Doctoral Workshop at ELTE


On Tuesday, 21 November in Budapest, ELTE’s Doctoral School of Education has organised an EDiTE doctoral workshop under the title Twists and Turns of PhD research. This event followed a slight experimental note by inviting four EDiTE Early Stage Researchers, namely Deisi Yunga, Tamás Toth, Andras Fehervari and Helena Kovacs, and four Hungarian doctoral candidates, Ivett Kovács, László Horváth, Ágota Szücs and Kinga Káplár-Kodácsy. Split in two groups (2 EDiTE and 2 Hungarian doctoral students per group) the young researchers present their research to the audience from the Department of Education. Apart from providing the opportunity to present the research, the aim of the workshop also involved the intention to create peer-to-peer learning format, share methodological dilemmas and receive feedback from established academics.

The presentations in each of the two groups were closely followed by two senior researchers and one methodological expert who provided valuable input on the progress and the quality of the research. Prior to the workshop, the presenters drafted an abstract of the research and were asked to elaborate on three dilemmas that they battle while working on their research, namely content-, methodology- and design-related problems and questions. After the presentations, and the Q&A session addressing specific points in the presentations, an entire session was allocated to discuss dilemmas proposed by the young researchers.

The fact that doctoral research does involve twisting and turning was indeed evident through the session discussing dilemmas and questions and the senior ELTE researchers tried to provide useful input for young researchers who were also at different stages in their academic work. EDiTE Technical Secretariat, Judit Saád and Kinga Káplár-Kodácsy, made sure that the event was well-coordinated and smoothly implemented, and overall the satisfaction by those involved and the success of this event provided a good reason for Twists and Turns to be repeated in the nearby future.

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Education 150 Years After Marx’s Capital – EDiTE at the Marx 150 Conference

EDiTE researcher Tamás Tóth and his EDiTE co-supervisor György Mészáros presented together at the Scientific Conference of the Political History Institute, celebrating the 150th anniversary of Marx’s “Das Kapital”. The aim of the conference was to provide a diverse and interesting picture of Marx’s most influential work regarding its possible interpretations and reflections today.

Tamás Tóth and György Mészáros talked about the relevance of Marx’s Capital and its interpretations in pedagogy and teacher education. You can watch their presentation (Critical Pedagogy: Reinterpretations of Marx’s Capital in Education) in Hungarian language here: