Internationalisation of Teacher Education

EDiTE was present at the 1st European Conference on Internationalisation of Teacher Education which took place at the Goethe University Frankfurt, 29-30 March. EDiTE researcher Vasileios Symeonidis participated in the activities and workshops of the specific conference which aimed at discussing possibilities and alternatives of recognition of study programme achievements as well as final qualifications from across Europe in order to increase mobility activities of teachers and teacher trainees. Bringing together stakeholders from different teacher education institutions and experts from exchange services and the European Union, the aim of the conference was to deliberate and extend existent accreditation strategies.

Some interesting facts: at the EU policy level, the directive 2013/55/EU of the Parliament and of the Council facilitates the accreditation of international teaching degrees in order teachers to be able to change their labour country. However, only few teachers choose to collect experiences as a teacher abroad, mainly due to the difficulty of getting achievements from abroad accredited.

EDiTE was referred to as an example of good practice which innovates at the field of teacher education, by creating the first ever transnational doctoral degree for professionals in the field of teacher education. Professor Romita Iucu from the University of Bucharest, Romania, described how EDiTE was developed through the activities of the European Network for Teacher Education Policies (ENTEP).

Irradium Magazine

Deisi Yunga in the new edition of IRRADIUM Magazine (Marie Curie Magazine)

Irradium Magazine 2017-03-16 IRRADIUM

Deisi Yunga, one of the ESRs from ELTE was featured in the new edition of IRRADIUM Magazine in a special Social Sciences edition.
You may access the magazine here.

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Open Lecture with Professor Boguslaw Sliwerski

On February 28, 2017, Professor Boguslaw Sliwerski, Chair of the Department of Education Theory of University of Lodz, Chairman of the Committee of Educational Sciences of the Polish Academy of Sciences,  gave a seminar on Education in politics. Politics in education to EDiTE researchers at the University of Lower Silesia. The participants were asked to read Professor’s recent article Quo Vadis Polish Education?  The  article from International  Journal of Psycho-Educational Sciences (Volume 5, Issue 2, September, 2016) was the starting point of the discussion on the issues of Polish educational policies and its influence on the process of democratization of the society and schools. The professor himself was involved in the policy making of the transformation period which draws on the heritage of postwar and 1980’s Solidarity heritage, and advocates the right of a teacher to act with internal freedom and three principles in education: decentralization, autonomy and subsidiarity of the state. Sliwerski has been a strong supporter of the idea that education should be free from political influences and considered a common good. He wrote several books and articles documenting his and his wife’s successful experiment to create “democratic classrooms” called “klasy autorskie” within the public education system in the early 1990’s. He and his wife introduced democratic representations of students, parents and teachers who collaborated, had meetings and fully participated in the classroom and school community.

The Second Day of the EDiTE Virtual Seminar

On the 2nd of March 2017, the second and final day of the EDiTE Virtual Seminar took place. During the morning sessions, Dr Alpesh Maisuria from the University of East London gave a keynote speech with the theme “Education Policy in Neoliberalism”. Based on the keynote, researchers initiated discussions in local groups at their respective universities and gathered questions which Dr Maisuria replied. A reflective journaling activity followed, helping researchers to align the keynote with their research projects.

During the afternoon sessions, the researchers presented their group work progress on drafting an academic publication, a process initiated in the first day of the seminar. All groups had the chance to briefly present their ongoing work and received feedback from supervisors of each university. The researchers were encouraged to submit their work for publication in relevant academic journals. The final activity of the Virtual Seminar included a group work on designing a research matrix for each of the EDiTE partner universities. Researchers from each university used an online platform to map the predominant themes related to their research and according to the overall EDiTE theme “Transformative teacher learning for better student learning within an emerging Europe”.

Last but not least, the EDiTE community celebrated one year of researchers in action! The next occasion when researchers will meet is the 2nd EDiTE Summer School in Wroclaw, Poland (June 19-23).

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“Where do we put the body?!” – Seminar with Rehabilitation Scholar Dr. Magda Lejzerowicz from Warsaw

On February 21, 2017, Dr. Magda Lejzerowicz visited the EDiTE students at ULS to talk about her research concerning inclusion and disability in the Polish context. Magda gave us valuable insights into the Polish educational system and discussed with us (among other research) the results of her recent study on teachers’ opinions about students with disabilities in their classrooms. She explained to us that many teachers do not feel prepared to teach children who learn differently from the majority of their students or are not even interested in acquiring these skills. At the core of our discussions that followed, was the question of whether inclusion is so much more beneficent to children with disabilities than special schools considering the fact that in special facilities, teachers usually want to work with their students and are trained to do so professionally.
In our discussions, our colleague Agnieszka kept pushing the question of:  “Where do we put the body?!” which reflects the dilemma we face when discussing inclusion theoretically. After all, declaring disability as a social construct does not offer many options to a teacher who works with a kicking and spitting child that communicates non-verbally. In our discussions we were torn between the wish to overcome a merely biological assessment of children on the one hand, and doing justice to the complex situation of teaching children whose world is not always accessible to the people around them. The seminar with Magda provided great food for thought and left us in the creative space of seeking complex answers to complex questions.   
2017-02-16 TLT course - 1b

Teacher Education in Action – EDiTE Students at ELTE Have Started Their Teaching Activities

2017-02-16 TLT course - 1b

EDiTE students at ELTE are not only researching teacher education, but during the spring semester of 2017 they are teaching their own course, the Learning Teacher. The course was developed by the EDiTE students and it is offered to Education BA students. While teaching in undergraduate and graduate courses is a good learning opportunity for the EDiTE students, it is also an exciting challenge and learning opportunity for the BA students to develop their English presentation skills, skills in academic writing, and use of digital learning platforms. In addition, students are offered to gain perspectives of research in the topics of teacher knowledge and the importance of practice in teacher education, teacher learning in schools, the importance of innovative practices and the professional development in teaching in comparison with other professions across Europe.
The course builds on the individual researches of the three EDiTE students under the common research frame program titled the Learning Teacher. The course is an innovation in many ways: it is held together by three teachers (EDiTE students), and it combines real presence with virtual elements (one of the teachers will be on her secondment at a partner university of the EDiTE program during the course).
The main thematic focus of the course is teacher learning with a special emphasis on learning in context of practice and work. One of the key questions that the course will try to discover over the period of the semester is how teachers and student teachers learn about effective pupil learning while doing school based practice or while performing their daily work in classrooms and teacher communities.
The course aims to contribute to the students’ knowledge regarding the following three themes:

  • Teacher knowledge and the importance of practice in teacher education
  • Teacher learning in school and the importance of innovative practices

Professional learning in teaching and in other professions as part of the adult learning paradigm
The first introductory session was held on 16/02/2017.

Forum Oswiatowe

EDiTE Thematic Section in Forum Oswiatowe

Forum Oswiatowe

In Volume 48, No 2(56) of the Polish Journal Forum Oswiatowe (Educational Forum), a thematic section related to EDiTE is included. The specific section hosts some of the first articles of the EDiTE researchers! You can read and download all articles here.

Content of the Thematic Section:

Shaima Muhammad: History Education in Conflict Contexts: Toward Transitional Justice and Emancipation, 11–29

Vasileios Symeonidis, Johanna F. Schwarz: Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland,  31–47

Agnieszka Lena Licznerska: Disability and Ethics: A Parent Action in Poland, 49–64

Josefine Wagner: Teachers in Disarray: Clashes Between Inclusive Policy and Practice in a German School,  65–82

Anna Babicka-Wirkus, Monika Rusnak: The Dialectic of Ignorance in School, 83–96

Andrea Liszka, Erika Kopp: Alignment of the External Evaluation and Specific Features of Waldorf Pedagogy,  97–114

Evelyn Eckart: Learning as Educational Experience: Implications for Pedagogical Practice, 115–126

The First Day of the EDiTE Virtual Seminar

On 09.02.2017, the first day of the EDiTE Virtual Seminar took place online. The UIBK team organised and moderated the Virtual Seminar and researchers from all partner universities participated in a creative, inspiring and packed with activities day. Virtual Seminars are part of the EDiTE’s research programme and they are organised annually. The concept theme of the 2017 Virtual Seminar was „European Comparative Studies in Teacher Education”.

During the morning sessions, Professor Pavel Zgaga from the University of Ljubljana gave an online keynote, entitled “European Teacher Education in the Grip of “Academic Tribes and Territories””. The keynote triggered vivid discussions in local university groups and several questions were raised with regard to the contemporary role of teacher education in higher education institutions. A reflective activity in the form of Freewrite according to Peter Elbow followed.

The afternoon activities started with an online cultural quiz, followed by the analysis of the EDiTE Theme Survey results by the EDiTE researchers and an analysis of the Research at a Glance documents by Professor Michael Schratz. It was commonly agreed that the documents so far produced by the researchers will be reviewed and further elaborated by the supervisors and researchers in view of updating EDiTE’s research programme. Afterwards, a group work activity was initiated where researchers had to use online means of communication to discuss their prepared abstract for a common academic publication in transnational groups, allowing a comparative research perspective to emerge. The Virtual Seminar closed with a short presentation of each group’s intended work and the EDiTE community members renewed their virtual appointment for the 2nd of March. In the meantime, transnational working groups will further develop their common idea for a common academic paper.

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The EDiTE 2nd National Meeting with Partner Organisations at UIBK

PO3

On January 18th 2017, the UIBK EDiTE team hosted the 2nd national meeting with the Partner Organisations. Two PO representatives were present. The three ESRs who are scheduled to be at UIBK as a part of their mobility also attended via the internet.
The meeting aimed at discussing goals and expectations about the partnership to help create an active partnership and to maintain a relationship that is beneficial for both parties.
Dr. Michael Schratz introduced EDiTE to the partners and explained the themes and goals of the programs which draw on the interdependence of research and practice in education and invite partnerships with academic institutions and organisations.
In their partnership, the UIBK EDiTE program includes the three level of schooling in Austria by collaborating with a primary school (Volksschule Innere Stadt), a middle school (NEUE MITTELSCHULE Vomp-Stans), and a high school (BundesReal Gymnasium in Der Au/ BRG), as well as a research/policy institute in Austria (Bundesinstitut für Bildungsforschung, Innovation & Entwicklung des österreichischen Schulwesens (BIFIE). ESRs attending virtually provided some info about the EDiTE POs at other universities and the way they have been collaborating (internships, open sessions, research activity data collection, etc).
All parties agreed that schools are not there just to be research fields and to do service to the researchers and that both are in a position to provide service for the other. The partnership should be based on equality, democracy, mutual understanding of aspirations, needs and challenges. Although researchers are expected to come prepared and with clear agendas, negotiations are welcome to make both parties benefit and the experience worthwhile.
It was also agreed that UIBK researchers will develop a chart that has information on who is available during which semester and a brief description of their research areas. The chart will be then shared with POs to facilitate placement and collaboration.

Click here to see EDiTE External partners.

A lecture on Education Systems in Bhutan, Nepal and Tennessee

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Between the months of November, 2016 and February, 2017, Masaryk University organized an open lectures for interested students. The theme of the event revolved around the Education System of Bhutan, Nepal and Tennessee. The presenters were the three researchers who are the recipients of Marie-Sklodowska-Curie grant under the European Doctorate in Teacher Education Programme.

The opening lecture was on the Education System of Bhutan presented by Kinley Seden. The presentation mainly focused on Gross National Happiness inspiring education. Ms. Seden also touched on how modern education started in the country and some of the challeges that the education system is currently facing.

The next talk was delivered by Dev Raj Paneru on the Nepalese Education System. The talk highlighted some special cultural features about Nepal, the highest Himalayan habitat and its education in today’s context. The lecture mainly focused on philosophy, system, directions, and some genuine issues that all the stakeholders of education must be aware of in order to correct the directions that in other way should qualify to the theory of localization, a balancing approach for 21st century contexts.

The next lecture, yet to be held, will be presented by Ezra Howard and will focus on the vast and varied nature of the U.S. education system with specific focus on the state of Tennesse. The presenter will also focus on the future agenda under a Trump administration.

The purpose of the event was to allow open interactions amongst EDiTE researchers and local students. The three researchers proudly circulated posters advertizing their lecture and inviting students for the event accordingly. The students who attented the lecture found the lecture to be extremely engaging, interactive and informative. Videos were shown to make the sessions even more lively and focussed. Culinary delicacies from their countries were served and showcased to the partcipants.