School-University Partnership Insights from an International Doctorate Program on Teacher Education


Within the EDiTE project a research project was conceived and implemented by ELTE and their three Early Stage Researchers in the frame of work package 5, focusing on building partnerships.
The research was aimed at exploring the role of School-University Partnerships (SUPs) in teacher education and educational development. The research was designed including four pillars.
In the first pillar, the theoretical framework of the research was established based on a systematic literature review carried out in a multi-dimensional way combining different perspectives of all researchers involved. In the second pillar, next to the small-scale quantitative research on EDiTE school-university partnership, in particular, another quantitative inquiry was foreseen broadening the scope to the national contexts of the EDiTE partner universities. Each partner universities were offered to research within their national context based on the survey tool developed by the ELTE team. In the third pillar the project team used all the gathered quantitative insights that were undertaken throughout the EDiTE project and used it as a base to further investigation through a qualitative design. Finally, in the fourth pillar, several international examples have been explored that create a comparative and analytical perspective towards similar partnerships around the world.


EDiTE Final Book has been published!

EDiTE-EJD WP04_D4.5_Final EDiTE Book

We are happy to announce that the EDiTE Final Book in the Open Access Format has been published.

This edited volume is a result of the Marie Sklodowska-Curie Innovative Training Network project “European Doctorate in Teacher Education”, supported by the European Union’s flagship initiative Horizon 2020. Based on the transnational collaboration of five partner universities, namely Eötvös Loránd University (ELTE) Budapest, University of Lower Silesia (ULS), University of Lisbon (ULisboa), University of Innsbruck (UIBK) and Masaryk University (MU), EDiTE formed an innovative network for the academic professional development of emerging researchers through the exchange of knowledge across conventional boundaries.

In this volume you will find individually written chapters by the EDiTE researchers that reflect the research results from the European comparative perspective and joint programme experience.

PART I of the volume introduces the project consortium, researchers (Early Stage Researchers and Self-Funded Researches) and their way to become independent scholars.

In PART II Researching Policy and Practice the authorship was given to the researchers who over the course of three years carried on transnational research concerning the common understanding of EDiTE research theme – Transformative Teacher Learning for Better Student Learning in an Emerging European Context.

Weaving the Threads of a Continuum: Teacher Education in Hungary from the Perspective of European Developments

This paper aims to examine to what extent and how teacher education in Hungary reflects contemporary European policy and research developments with regard to the continuum of teacher education, meaning the overarching unity of initial teacher education, induction, and continuing professional development. First, the paper examines European policy documents to identify patterns and themes related to the continuum concept. Based on the specific analysis, a framework was developed to explore the continuum of teacher education and this was employed in the case of Hungary. Drawing from a content analysis of official documents and in-depth interviews with national policy experts and teacher educators as well as focus groups with teachers, the paper continues by analysing the development of teacher education in Hungary from the introduction of the Bologna reforms in 2005 to the restoration of undivided initial teacher education in 2012 and the implementation of a new system for the teacher career path in 2013. The findings indicate that while Hungary has adopted several structural elements related to the continuum which reflect European thinking, a lack of interconnections among the different phases of teacher education is apparent.

Unfreeze the pedagogies: introduction of a new innovative measure in Portugal

Calibrating the right developmental approach when introducing a new innovative intervention is a complex task for governments, and schools alike. The new Projeto-Piloto de Inovação Pedagógica offers six schools an opportunity to break most of the rules in order to unfreeze pedagogical and curricular traditions and open the “black box” classrooms. The paper examines what this intervention means for the Ministry and for the schools involved and reflects on its prospected outcomes.

EDiTE Conference Volume: European Perspectives in Transformative Education

In this volume you will find both individually and collectively written papers by the EDiTE researchers that reflect the results of the first year of their research within the EDiTE framework. PART I of the volume contains three collectively elaborated analyses of the three components of the EDiTE theme, Transformative Teacher Learning for Better Student Learning within an Emerging European Context. These papers are based on a complex and challenging joint effort of international teams of EDiTE researchers, who over the course of several months carried on an internal survey, analysis, and discussion concerning the common understanding of the EDiTE research theme. In the PART II the authors were given freedom in choosing themes and co-authors of their papers. The effect is a rich mosaic of focus and scope of interests that aptly mirror the diversity of the EDiTE community.

Phenomenon-Based Teaching and Learning Through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland

Abstract: This paper aims to explore the phenomenon-based approach in teaching and learning, through the pedagogical lenses of phenomenology, the philosophy of phenomena. The phenomenon-based approach has informed the new core curriculum for basic education in Finland, which has officially introduced multidisciplinary learning modules as periods of phenomenon-based project studies. In this paper, we discuss how the specific approach is integrated into the curriculum, its theoretical grounding and its connections to constructivism. We also explore its implications for teaching and learning from a phenomenological perspective. The paper concludes that the responsive relation between teaching and learning is essential when our purpose is educational. Students are part of the learning process, but they do not necessarily initiate it; similarly, teachers cannot fully instruct it. Thus, we need to make meaning of the space between teaching and learning, in an effort to reclaim learning for pedagogy.