|Date||8 - 12 January 2024|
|Venue||Trinity College Dublin|
- Conference website
- Pre-conference sessions: 8 January 2024
- Main conference: 9 - 12 January 2024
From the website: ICSEI 2024 in Dublin will explore international perspectives on the role and impact of quality professional education in the context of school effectiveness and improvement.
Amongst the variables associated with school effectiveness and improvement, the role of teachers and school leaders is well established. And there is a growing body of evidence demonstrating the impact of research/policy/practice collaboration and partnerships on improving the effectiveness of education systems.
The theme recognises and celebrates the complementarity and synergy between initial teacher education and continuing professional development for teachers and school leaders. High quality teaching and learning is supported in many ways, including induction of newly qualified teachers, mentoring and coaching, professional learning networks, data teams, school-university partnerships, knowledge mobilization, collaborative school improvement planning, and policy that respects and promotes teacher professionalism. Many stakeholders have been engaged in creating a cumulative impact on quality professional education. These include, but are not limited to, education scholars, academic and applied researchers, practising teachers, school staff and school leaders, professional organizations, system leaders, professional development providers, and policy makers.
This congress will explore multiple perspectives and approaches to enhancing professional education and its impact on teaching and learning around the world. Presentations will address: research and evidence for leadership education and capacity building; leading improvement collaboratively and sustainably; leveraging research and data for inquiry, insight and innovation; purposeful dialogue between politicians, policymakers, academic researchers, educators and the wider school community; policy and practice learning to support teacher and school leader development; ongoing system and school implications arising from the COVID-19 crisis; and leading schools and education systems that promote equity, inclusion, belonging, diversity, social justice, global citizenship and/ or environmental sustainability.