Teachers in Disarray: Clashes Between Inclusive Policy and Practice in a German School
Author: Josefine Wagner
Mokymosi siekinių pagrindu sudaromų mokytojų rengimo programų analizė: programų kūrimo patirtis Vengrijoje
Authors: Csilla Pesti, Nóra Rapos, Krisztina Nagy, Mariann BohánCsilla Pesti, Nóra Rapos, Krisztina Nagy, Mariann Bohán
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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.
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.
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.
School-University Partnership Insights from an International Doctorate Program on Teacher Education
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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.
The European Doctorate in Teacher Education: Transnational Perspectives of Teacher Learning in an Emerging Europe
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Helena Kovacs, Vasileios Symenidis, Josefine Wagner, Andras Fehervari, Michael Schratz & Gabor Halasz – EDiTE Symposium/Presentation at ECER 2017, University College UCC, Copenhagen, 21 – 25 August 2017, Copenhagen, Denmark.
A mix that works for school development: case studies from Portugal
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Abstract by Helena Kovacs and Malte Gregorzewski at ICSEI 2018, National Institute of Education, Singapore, 8 – 12 January 2018.
Teacher Subjective Theory of Assessment: A Methodological Perspectives
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Presentation by Kinley Seden during EERA Summer School 2017, Department of Education and Psychology, Johannes Kepler University, 10 – 14 July 2017, Linz, Austria.
Developing Teacher Subjective Theory of Assessment
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Presentation by Kinley Seden during ATEE Conference 2017, Faculty of Education, Josip Juraj Strossmayer University of Osijek, 23 – 25 October 2017, Dubrovnik, Croatia.
Teacher Subjective Theory of Assessment: Literature Review
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Abstract by Kinley Seden in ICET 2017 Book of Abstracts, Faculty of Arts, Masaryk University, 28 – 30 June 2017, Brno, Czech Republic.