Mapping teacher education across Europe and beyond
Across Europe and beyond many of us are familiar with the contested space that the education and training of teachers occupies and the international policy drivers that shape the contexts we work in. This special call will provide a forum for the development and exchange of knowledge in teacher education and a critical examination of current theory, policy and practice across Europe and beyond in order to consider what might be possible as we look ahead.
In response to the 2019 conference theme Network 10 invites empirical, methodological or conceptual contributions and we welcome practice and project reports, as well as hands-on workshops.
Teacher education is an important field for research, since the quality of teacher education has been regularly questioned by government, whilst teacher quality is increasingly seen as crucial to improving educational outcomes and pupil achievement (OECD, 2011; European Commission, 2015). Although it might look ’deceptively simple’ (Grossman et al, 2009), the work of teacher educators is complex and multiple (Boyd and White, 2017), and we are not just teachers of teachers (Lunenberg et al., 2017). Consequently, teacher education researchers need to work together in order to:
- Identify emerging themes in teacher education research;
- Build a distinctive profile for teacher education research in Europe and beyond;
- Share and critique emerging research findings;
- Develop innovative research methodologies within teacher education;
- Develop innovative teaching and learning methods within teacher education.
With reference to the theme of ECER 2019 Education in an Era of Risk – the Role of Educational Research for the Future NW10 invites contributions oriented towards the overarching question concerning the role of educational research and practice in providing opportunities for sustainable, peaceful and equitable co-existence that appreciates diversity and diversification under conditions of uncertainty and risk now and in the future.
Mapping the work currently taking place is valuable for a number of reasons. Firstly, such work supports the development of a geographically diverse teacher education community. Secondly sharing theory, policy and practice allows us to learn from others and finally a critical examination of scholarship across Europe and beyond allows us to consider what might be possible in our own location.
This Special Call includes, but is not limited to the following topics:
- The impact of social, cultural, political and economic changes currently taking place across Europe on the status of teaching, teacher recruitment and retention (European Commission, 2015);
- The five aspects or ‘turns’ in teacher education policy suggested by Cochran-Smith (2015) - the policy turn, the accountability turn, the practice turn, the university/research turn and the equity turn;
- Research in and on teacher education (BERA-RSA, 2014) and the development of a ‘researcherly disposition’ (Tack and Vanderlinde, 2016);
- The role of The professional learning needs of teacher educators (European Commission; 2013, Biesta et al., 2015; Czerniawski, Guberman & MacPhail 2017);
- The development and implementation of a knowledge base for teacher educators (Vanassche et al., 2015).
Network 10 welcomes theoretical and methodological contributions, practice and project reports, as well as hands-on workshops on all topics. We are interested in papers that articulate geographical specificity and consider the social, historical, cultural and political context in which the practice is situated. We encourage authors to consider the variety of submission formats, including papers, research workshops, round tables, posters, video presentations and symposia. We particularly invite symposia presenting research and debate from at least three European countries and proposals that engage with the range of experience across the EERA community and make space for a forum of discussion and joint sessions with other networks.
We hope that presenters will later be invited to contribute to a shared publication.
ML White (m.l.white(at)uel.ac.uk)
BERA-RSA (2014). Research and the Teaching Profession – Building the capacity for a self-improving education system. Final report of the BERA-RSA inquiry into the role of research in teacher education. London: BERA.
Beauchamp, G., Clarke, L., Hulme, M., Jephcote, M., Kennedy, A., Magennis, G., Menter, I., Murray, J., Mutton, T., O'Doherty, T. and Peiser, G. (2015) Teacher Education in Times of Change. Policy Press: Bristol.
Biesta, G., Priestley, M. & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624-640.
Boyd, P. and White, E. (2017). Teacher educator professional inquiry in an age of accountability. In Boyd, P. & Szplit, A. (eds.) Teacher and Teacher Educator Inquiry: International Perspectives . Kraków: Attyka.
Cochran-Smith, M. (2009). Toward a Theory of Teacher Education for Social Justice. In A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds.), Second International Handbook of Educational Change, Springer International Handbooks of Education, 2009, Volume 23, Part 2, (pp. 445-467). Springer.
Czerniawski G., Guberman A., MacPhail A. (2017). The professional development needs of higher education-based teacher educators: an international comparative needs analysis. European Journal of Teacher Education, 40 (1), 127-140.
European Commission, (2013) Supporting Teacher Educators for Better Learning Outcomes. Brussels: European Commission. Report available at: ec.europe.eu/education/library/policy/teaching-profession-practices_en.pdf (accessed 1 August 2018).
European Commission, (2015) Strengthening Teaching in Europe: new evidence from teachers compiled by Eurydice and CRELL. Report available from: ec.europa.eu/dgs/education_culture/repository/education/library/policy/teaching- profession-practices_en.pdf (accessed 10 September 2018)
Eurydice (2015) The Teaching Profession in Europe: Practices, Perceptions and Policies, Brussels: EACEA