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.

Screen Shot 2017-11-24 at 19.45.27

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:



Democratic Accountability – Now More Than Ever: EDiTE at The 42nd Atee Conference

One-third of the EDiTE Early Stage Researchers have travelled to Dubrovnik, Croatia, from 23 to 25 October 2017, joined by two EDiTE supervisors Erika Kopp and György Mészáros. And it is not difficult to discover why: the event was 42nd ATEE Annual Conference on teacher education focused to capture the main theme Changing Perspectives and Approaches in Contemporary Teaching. The conference was organized as a continuation of the research dissemination and outreach event, aimed to provide teachers,  teacher educators and researchers an opportunity to promote teacher learning, quality enhancement and change-making for the overall improvement of education.

The other main purpose of the conference was to promote research development communities by gathering a diverse and global list of participants and develop a progressive research-oriented teacher learning campaign geared to enhancing quality in education by means of research-based knowledge supporting teachers’ professional development.

The 42nd annual ATEE Conference was organized by the Faculty of Education, University of Osijek, Croatia, and it invited approximately 400 participants from more than 45 countries. With well-articulated sub-themes constituted to addressing changing perspectives and approaches in contemporary teaching, the conference was designed in a way that could provide plenty of exposure for each member to take active participation in most of the events throughout. The conference highlights included a key-note speech of Marylin Cohran-Smith on Democratic accountability for teacher education: Now more than ever as well as the insights of European dimension in education in Croatia: A long way to go and a speech on Changing teaching practices through creating communities of critical friends and action researchers.

In addition to the main conference presentations, discussions, symposiums and work groups, it was noteworthy that the ATEE executives showed a soulful engagement on promotion, formation and expansion of the research development communities (RDCs) formulated on diverse themes and different areas of teacher education like: European teacher education, digital competence in teacher education, inclusion and related issues in teacher education, innovation and learning teacher education and so on. As the research presentations on all levels seemed remarkably competent and demonstrated high academic standard in quality, it was obvious that the organizing committee had done their best in giving all the necessary efforts in bringing global thoughts and research experiences on teacher education, teaching and learning together with excellent decision processes, this providing a great exposure to novice and early career researchers and practitioners striving to enhancing innovation and innovative turn in their professional career in contemporary teaching.

Complexities of Evaluation: EDiTE at ENTEP Annual Conference


To have the European Network on Teacher Education Policies (ENTEP) annual conference held in Lisbon last week, was not only significant but also symbolic. ENTEP was constituted in May 2000 at the inaugural conference in Algarve following the proposal put forward by Guilherme d’Oliveira Martins, then the Portuguese Minister of Education. The proposal addressed other policy-makers and ministerial colleagues in the EU Member States with the purpose to develop the political dimension of teacher education in Europe. Thus, the first chair of ENTEP was Prof. Bártolo Paiva Campos.

As Mr Martins recalled in opening the conference in Lisbon, when ENTEP was first established the links between education and changing society was reflected through the work of teachers and their abilities of creating communities in schools that are based on ideas of democracy and underpin the principles of active citizenship.

Last week, on the 19-21 October, the ENTEP took a challenging main topic for a conference titled Evaluation Frameworks for Teachers and Schools. This overarching theme connected experts and opened up discussions from different perspective and the conversations were introduced by a welcome address of Maria Luisa Oliveira, the State Secretary for Education at the Director-General for School Administration of the Portuguese Ministry of Education.

The conference was also attended by some of our Early Stage Researchers, namely Lucie Bucharová and Malte Gregozewski, as well as Inês Alves, the project coordinator of EDiTE at the Institute for Education, University of Lisbon. Along with other participants, EDiTE representatives had the chance to discuss lessons from individual cases, including issues such as greater attention to formative assessment, importance of schools’ self-evaluation for improvement, creation of evaluation frameworks and the role of teachers as employee, technicians and professionals. Some of the conclusions emphasised that a different concept and vision of education inevitably must imply a different framework for assessment.