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This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot.

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Presentation on theme: "This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot."— Presentation transcript:

1 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. European future of Doctorate in Teacher Education - international perspective

2 Teacher education and teacher education policies in the European Union The final conference of the EDiTE project on 3th and 4th July 2014 in Budapest

3 Conference had two parallel goals: 1)this was an opportunity to present publicly the results of the two-year long development process realized in the framework of the EDiTE project 2)was an opportunity for those who will take part actively in the planned new doctoral program to exchange ideas about the context in which this program is to be implemented, or more specifically: about the development of teacher education and teacher education policies in Europe.

4 Key note speakers

5 Key note speakers: Michael Schratz (UIBK) Doctoral education for teacher education: the achievements and the perspectives of the EDiTE project Thomas Pritzkow (European Commission) The policy of the European Union related to teachers and teacher education Francesca Caena (University of Venice) The perspectives of teacher education in Europe Csilla Stéger (Hungarian Educational Authority) Recent trends in teacher education and teacher policy in Hungary

6 Panel discussion: Chair: Gábor Halász (ELTE) Kay Livingston (UG) Jón Torfi Jónasson (UI) Károly Krisztina (ELTE) Romita Iucu (ENTEP) Kathrin Helling (UIBK) Agnes Sekulowicz (ULS)

7 Workshops Workshops: Role ChairpersonSpeakerDiscussantRapporteur Topic 1. Europe and the teaching profession Anca Nedelcu (UB)Michael Schratz (UIBK)Zoltán Loboda (EMMI)Jón Torfi Jónasson (UI) 2. The knowledge base of effective teaching and teacher education Ana Paula Curado (UL)Orsolya Kálmán (ELTE)Kathrin Helling (UIBK)Kay Livingston (UG) 3. The initial education and the professional development of teachers Malgorzata Sekulowicz (ULS) Georgeta Ion (UB) Francesca Caena (University of Venice) Luís Tinoca (UL) 4. Linking professional learning and the work of teachers Erika Kopp (ELTE)Gábor Halász (ELTE)Agnes Sekulowicz (ULS)Angéla Banai (ELTE)

8 Conference summation  The conference was attended by about 80 guests from Hungarian Universities, PhD students, authorities, research institutes;  Instances of key note speakers and the main panel discussions were broadcast live so that they can be viewed by a larger group of people interested in the undertaken subject.  All speeches accompanied by stormy discussions. Particular interest was the future of the doctoral program and the manner of its implementation.

9 End of the project is not the end of our adventure it’s just a beginning!!!!

10 The EDiTE Programm (Pilot Procedures) Pre-test the arrangements for student and staff exchange between partner universities in order to collect feedback for improving the mobility experience during the runtime of the joint doctoral programme, starting in winter semester 2015/16. Main Training Events & ConferencesECTS Lead Institution Month (estimated) 1EDiTE Winter School 20154UIBK February EDiTE Summer School 20154UB July 2015

11 Participants The participants of the two initial events will be doctoral students pre-selected for the EDiTE programme, teaching staff and supervisors from all partner universities, representatives of national partner organisations in the host country.

12 EDiTE Programme: Application & Enrolment EDiTE coordinator contacts admitted students to start the enrolment process EDiTE consortium approval of the selction list, and final verification of student selection EDiTE selection committee evaluating the files of incoming studetns provided by partber universities, ranks students for admission National admission department of each university collects application forms, checks eligibility and fulfillm ent of requirements, prepares overview of applicants Application standardized application form, incl. portfolio, motivation letter, curriculum vitae, recommendation letter doctoral programme implementation in the partner universities

13 Winter School When: Where: Innsbruck at the "AK Seehof" By Who: organized by the project coordinator University of Innsbruck

14 The EDiTE research program Doctoral programm/„doctoral school” is not only a school but also a research community (a community of researchers). The program is to help students from different universities and research cooperation in various environments. This would enable them to acquire new knowledge and experience.

15 Learning environments Participating in research project students beyond realizing their own research project can take part in other research projects being implemented in the doctoral school, with the purpose of learning how to manage research projects, how to cooperate with other researchers, and how to reflect on the outcomes and processes of the project

16 Learning environments Designing and negotiating research projects: students beyond discussing their own proposed research design with their peers and their teachers are encouraged to take part in the design and in the negotiation of other Research Plans within the partner institutions. Work shadowing of senior researchers: students can follow the work days of senior researchers in the partner institutions and reflect on their experiences

17 Learning environments Literature review and meta analysis: students write a summary of the main studies and research, consider the critical points of current knowledge including substantive findings as well as theoretical and methodological contributions related to their topics. Students may prepare an overall synthesis of the relevant literature with an emphasis on analyzing and synthesizing the main outcomes and conclusions

18 Learning environments Journal clubs: students take part in the work of virtual communities organized around their research area to discuss and evaluate the reviews, publications and research proposals of group members. Academic debates: students take part in debates related to their research field through participating in virtual peer group discussions and various regional and national conferences.

19 Learning environments Problem discussion forums: current problems of teacher education may be discussed by various actors of teacher education. The forums can be organized face to face or in a virtual context. Workshops on research methodology: experts in a certain research methodology lead the workshop where students learn how to identify and evaluate the pros and cons of a research method Case study: students analyze together a case study of a developmental, innovative research project on teacher education

20 l Project leader Univ.-Prof. Mag. Dr. Michael Schratz Department for Teacher Education and School Research Dean of School of Education Leopold-Franzens-Universität Innsbruck Innrain 52 A-6020 Innsbruck Tel.: +43 (0) Fax: +43 (0)


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