00 SES 14 B, The European Doctorate in Teacher Education: Bridging the gap between research and professionalism in Europe
This EERA session opens up a discussion space for further developing a European Doctorate in Teacher Education (EDiTE), so far a joint research programme designed by a consortium of five universities and financially supported by the European Union. The session will reflect on the experiences gained during the current phase of the project and will engage the audience in thinking about the future of this European endeavour, inviting new partners to join. The session will bring together teacher education experts and early stage researchers participating in EDiTE (Wiktor Bernard, Malte Gregorzewski, Ezra Howard, Helena Kovacs, Shaima Muhammad, Vasileios Symeonidis, Nikolett Szelei, Tamás Tóth).
The EDiTE joint research programme is a reaction and response to the current challenges in the complex process of transformation of teachers’ - and teacher educators’ - lifelong professional development. Research increasingly tells us that ‘teachers matter’ and the quality of their work is the most important factor influencing the quality of students’ learning. Across Europe, several countries are reforming their teacher education systems in an effort to raise teacher professionalism and improve student performance (Trippestad, Swennen & Werler, 2017). On one hand, teaching in European countries becomes increasingly assimilated through the backwash effect of global large-scale assessment activities, such as PISA, or through ground-breaking research, such as Hattie’s Visible Learning (2009), which implies that teaching and learning should become more responsive processes across country borders. On the other hand, there are many national traits of what it means to teach in a particularly country, making it difficult for teachers to move their employment in different countries, while little has changed nationally with a cultural perspective towards Europe in mind (Seashore Louis & Van Velzen, 2012).
Within this puzzling context, EDiTE aims to raise awareness of what constitutes the ‘Europeanness’ of teacher education and what it means to be a ‘European teacher’ (Schratz, 2014) by establishing joint European research with a comparative perspective. Specifically, EDiTE was developed by a consortium of five universities collaborating in the field of European higher education, over the course of two projects, pursuing the following goals: (a) develop an original, transnational and interdisciplinary joint doctoral programme in teacher education; (b) create a closer link between practice and theory in teacher education; (c) move transnational research in teacher education nearer to national educational institutions; (d) provide a forum for sharing theoretical knowledge and good practice from a European perspective; and (e) promote standards, procedures and unifying principles for the design, organization and development of doctoral study programmes in teacher education (Schratz, 2014). The programme architecture, its transnational and collaborative character offer a leading-edge contribution to provision and qualification in European higher education.
Over the course of the project, the EDiTE community envisions growing into a European network for innovation in teacher education, accessible to academics, practitioners and policy makers. Opening up to a wider European perspective we expect to generate relevant knowledge on transformative professional learning in the field of teacher education. Through complementary expertise of partners in research approaches (e.g. action research, phenomenology, anthropology, ethnography, social action research, case study, grounded theory), insights on a European comparative level will be gained, with a focus on diversity and cross-cultural perspectives of countries, sectors, institutions, classrooms, and the target group of education professionals. The broad methodological approach supports the identification of ‘Europeanness’ within the dynamics of professionalism, transformation, professional learning, policy-making, and supports research as social practice and change process.
Cernikova, H. & Kalman, O. (2016). European Doctorate in Teacher Education. Educational Forum, Vol. 28, No. 2, p. 10. Hattie, J. (2009). Visible Learning. New York: Routledge.Hattie, J. (2009). Visible Learning. New York: Routledge. Schratz, M. (2014). The European teacher: transnational perspectives in teacher education policy and practice. CEPS Journal Vol. 4 No. 4, pp. 11-27 Seashore Louis, K. & Van Velzen, B. (Eds.) (2012). Educational Policy in an International Context. New York: Palgrave Macmillan. Trippestad, T. A., Swennen, A. & Werler, T. (Eds.) (2017). The struggle for teacher education. International perspectives on governance and reforms. London: Bloomsbury.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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