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European Joint Doctorate in Teacher Education

Deliverables

Guideline for Building Institutional Links

strategy of establishing and maintaining contacts among the beneficiary and partner organisations, taking into account possibilities and needs of all involved institutions; templates of such institutional agreements developed through mutual negotiation; information on the implementation of the EDiTE research programme with partner institutions (M5);

Academic network event and summer schools (mini-conference)

to initialise and support the progress of the joint EDiTE research programme, also through inclusion of partner organisations to enhance individual career perspectives in a European context and to support the progress of the comparative research and transformative professional learning process (M5; 10; 22; 34);

Doctoral Thesis

scientific piece of work, individual research, autonomously produced by ESRs during the 3 years participation in the EDiTE-EJD, with a total of 120 ECTS for all research activities, including all assessment and examinations for awarding the degree (M 42).

Final Network and research conference

for the inter-institutional knowledge exchange and results exploitation under the heading of European comparative research and with a focus on the integration of external researchers and practitioners (M41);

EDiTE Book

publishing, under the EDiTE open access policy (e.g. online, on demand), and possibly in print, an edited book on the research results and joint programme experience, giving authorship to all actors of the project, including ESR and TE professionals (M48).

Journal publications

publication of two articles per ESR on their individual research topics – including parts from the doctoral thesis, in peer-reviewed national and international journals, open access policy recommended (permanent publication, to be concluded in M42);

Conference papers

participation of ESR in at least one national and one international conference relevant to the field of TE – in accordance with the thematic orientations of the joint EDiTE research programme – and their individual research project, including publication of poster/article as required by the conference regulations (permanent participation possible, to be concluded in M42);

Recruitment strategy and advertising vacancies

strategy for recruitment of ESR from the field of TE, incl. specification of different target groups and how they can best be reached, templates for advertising the positions (M3), and completion of recruitment (M6);

Starters’ Package

standardised application forms, transparent collection of information materials relevant for 1) students applying for EDiTE and 2) students selected for EDiTE, including information on universities, mobility, research themes, contact persons (M4);

Website

design, development and maintenance of an information website for the EDiTE doctoral programme under www.edite.eu, on the basis of the existing structure and contents, with regular updates according to the progress of the programme (staring in M1);

Publicity material

posters, flyers, presentations, using the established EDiTE logo, including translation of basic information into partner languages, regular updates of materials will be made through the project runtime (M3, 15, 27, 39);

QA Guidelines

description of the quality assurance process, planned intervals, and development/adoption of instruments (M3);

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Publications

European Perspectives in Transformative Education

Author(s): Lotar Rasiński, Tamás Tóth, Josefine Wagner
Published in: 2017

European Doctorate in Teacher Education. Researching Policy and Practice

Author(s): Hana Červinková, Michael Schratz, Gábor Halász, Milan Pol, Luís Tinoca
Published in: Issue 2019, 2019

Weaving the Threads of a Continuum: Teacher Education in Hungary from the Perspective of European Developments

Author(s): Vasileios Symeonidis
Published in: Studia paedagogica, Issue 22/4, 2017, Page(s) 131-149, ISSN 1803-7437
DOI: 10.5817/sp2017-4-7​

The The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal

Author(s): Nikolett Szelei, Ines Alves
Published in: Center for Educational Policy Studies Journal, Issue 8/3, 2018, Page(s) 79, ISSN 2232-2647
DOI: 10.26529/cepsj.513

Where Teachers Learn Through Work and Students Work to Learn: An Empirically Informed Report on Two Examples of Educational Innovations From a German School

Author(s): Malte Gregorzewski
Published in: Studia paedagogica, Issue 23/2, 2018, Page(s) 137, ISSN 1803-7437
DOI: 10.5817/sp2018-2-8

VIII Polish Qualifications Framework. The education of researchers or transformative practitioners?

Author(s): Anna Babicka-Wirkus, Lucie Bucharová Bucharová
Published in: Pedagogika Szkoły Wyższej, 2018, Page(s) 43-53, ISSN 2083-4381
DOI: 10.18276/psw.2017.1-04

Revisiting the European Teacher Education Area: The Transformation of Teacher Education Policies and Practices in Europe

Author(s): Vasileios Symeonidis
Published in: Center for Educational Policy Studies Journal, Issue 8/3, 2018, Page(s) 13, ISSN 2232-2647
DOI: 10.26529/cepsj.509

Transnational Perspectives of Transformative Teacher Learning in an Emerging Europe

Author(s): Michael Schratz, Vasileios Symeonidis
Published in: Center for Educational Policy Studies Journal, Issue 8/3, 2018, Page(s) 7, ISSN 2232-2647
DOI: 10.26529/cepsj.593​

Student Teachers as Future Researchers: How do Hungarian and Austrian Initial Teacher Education Systems Address the issue of Teachers as Researchers?

Author(s): Csilla Pesti, János Gordon Győri, Erika Kopp
Published in: Center for Educational Policy Studies Journal, Issue 8/3, 2018, Page(s) 35, ISSN 2232-2647
DOI: 10.26529/cepsj.518

Change, Challenge, Transformation: A Qualitative Inquiry into Transformative Teacher Learning

Author(s): Helena Kovacs
Published in: Center for Educational Policy Studies Journal, Issue 8/3, 2018, Page(s) 99, ISSN 2232-2647
DOI: 10.26529/cepsj.510

Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning

Author(s): Kinley Seden, Roman Svaricek
Published in: Center for Educational Policy Studies Journal, Issue 8/3, 2018, Page(s) 119, ISSN 2232-2647
DOI: 10.26529/cepsj.500

Information Communication Technologies in Teaching English as a Foreign Language: Analysing EFL Teachers’ TPACK in Czech Elementary Schools

Author(s): Dev Raj Paneru
Published in: Center for Educational Policy Studies Journal, Issue 8/3, 2018, Page(s) 141, ISSN 2232-2647
DOI: 10.26529/cepsj.499

David J. Connor, Beth A. Ferri and Subini A. Annamma (Eds.), DisCrit: Disability Studies and Critical Race Theory in Education, Teachers College Press: New York, NY, 2016; 279 pp.: ISBN 978-0-8077-5667-6

Author(s): Josefine Wagner
Published in: Center for Educational Policy Studies Journal, Issue 8/3, 2018, Page(s) 211, ISSN 2232-2647
DOI: 10.26529/cepsj.592

Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy

Author(s): Malte Gregorzewski, Michael Schratz, Christian Wiesner
Published in: Center for Educational Policy Studies Journal, Issue 8/3, 2018, Page(s) 59, ISSN 2232-2647
DOI: 10.26529/cepsj.498

Building Foundation on Sand: Certified Tefl Teachers’ Shifting Identity Through Practice

Author(s): Ezra Anthony Howard
Published in: Studia Pedagogica, Issue vol. 23, no 2, 2018, Page(s) 159-175, ISSN 1803-7437
DOI: 10.5817//sp2018-2-9

“Weakness of the Soul:” The Special Education Tradition at the Intersection of Eugenic Discourses, Race Hygiene and Education Policies

Author(s): Josefine Wagner
Published in: Conatus, Issue 4/2, 2019, Page(s) 83, ISSN 2459-3842
DOI: 10.12681/cjp.21073

Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning

Author(s): Vasileios Symeonidis
Published in: European Journal of Education, 2019, ISSN 0141-8211
DOI: 10.1111/ejed.12347

We should’ve made a revolution: A critical rhapsody of the Hungarian education system’s catching-up revolutions since 1989

Author(s): Tamás Tóth, György Mészáros, András Marton
Published in: Policy Futures in Education, Issue 16/4, 2017, Page(s) 465-481, ISSN 1478-2103
DOI: 10.1177/1478210317751268

The Struggle to Reform Teacher Education in Austria

Author(s): Vasileios Symeonidis
Published in: HERJ Hungarian Educational Research Journal, Issue Vol 8 (2018), No 3, 2018, Page(s) 73-88, ISSN 2064-2199
DOI: 10.14413/herj/8/3/6

Rethinking ‘cultural activities’: An examination of how teachers utilised student voice as a pedagogical tool in multicultural schools

Author(s): Nikolett Szelei, Luís Tinoca, Ana Sofia Pinho
Published in: Teaching and Teacher Education, Issue 79, 2019, Page(s) 176-187, ISSN 0742-051X
DOI: 10.1016/j.tate.2018.12.020

Professional development for cultural diversity: the challenges of teacher learning in context


Published in: ISSN 1941-5257
DOI: 10.1080/19415257.2019.1642233

Grammars of Schooling in the Post-Authoritarian Context: A Comparative Study of Changing Teaching Practices in Elementary Education in Czech, Polish and Portuguese Schools

Author(s): Lucie Bucharová
Published in: Educational Forum, Issue Vol 31, No 1(61), 2019, Page(s) 125-134, ISSN 2450-3452
DOI: 10.34862/fo.2019.1.8

English as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment

Author(s): Kinley Seden, Svaricek Roman
Published in: Neveléstudomány, Issue 1, 2019, Page(s) 20-30, ISSN 2063-9546
DOI: 10.21549/ntny.25.2019.1.2

Transformative Learning: The Richness of Formality and Informality

Author(s): Deisi C. Yunga
Published in: Andragoške studije, Issue 2019, No. 2, December 2019, 2019, Page(s) 69-90, ISSN 0354-5415
DOI: 10.5937/andstud1902069y

What does “what we do does” do? Playing with the ontologically performative structures of educational parallaxes.

Author(s): Tamas Toth
Published in: Journal for Critical Education Policy Studies, Issue Volume 1, Number 1, 2020, Page(s) forthcoming, ISSN 1740-2743

Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland

Author(s): Vasileios Symeonidis, Johanna F. Schwarz
Published in: Educationl Forum (in Polish: Forum Oswiatowe), Issue ​Vol 28, No 2(56) (2016), 2016, Page(s) 31-47, ISSN 0867-0323

​Teachers in Disarray: Clashes Between Inclusive Policy and Practice in a German School

Author(s): Josefine Wagner
Published in: Educational Forum (in Polish: Forum Oświatowe), Issue Vol 28, No 2(56) (2016), 2016, Page(s) 65–82, ISSN 0867-0323

Mokymosi siekinių pagrindu sudaromų mokytojų rengimo programų analizė: programų kūrimo patirtis Vengrijoje

Author(s): Csilla Pesti, Nóra Rapos, Krisztina Nagy, Mariann Bohán
Published in: Acta Paedagogica Vilnensia, Issue 38/38, 2017, Page(s) 58, ISSN 1392-5016
DOI: 10.15388/ActPaed.2017.38.10791

History Education in Conflict Contexts: Toward Transitional Justice and Emancipation

Author(s): Shaima Muhammad
Published in: Educational Forum (in Polish: Forum Oswiatowe), Issue Vol 28, No 2(56) (2016)​, 2016, Page(s) 11-29, ISSN 0867-0323

Unfreeze the pedagogies: introduction of a new innovative measure in Portugal

Author(s): Helena Kovacs, Luís Tinoca
Published in: Revista Tempos e Espaços em Educação, Issue 10/23, 2017, Page(s) 73, ISSN 2358-1425
DOI: 10.20952/revtee.v10i23.7446​

Learning and Teaching in Innovation: why it is important for education in 21st century

Author(s): Helena Kovacs
Published in: Neveléstudomány, Issue 5/2, 2017, Page(s) 45-60, ISSN 2063-9546
DOI: 10.21549/NTNY.18.2017.2.4​

Európai doktori tanulmányok a tanárképzés területén: átformáló tanári tanulás a jobb tanulói tanulásért egy kialakuló európai kontextusban

Author(s): Csilla Pesti
Published in: Pedagógusképzés – Pedagógusképzők és -továbbképzők folyóirata, Issue 16(44), 2017/1-4, 2017, Page(s) 102-110, ISSN 0133-2570

“Der Struwwelpeter” – A Critical Analysis of a Pedagogical Trend

Author(s): Josefine Wagner
Published in: Social Studies: Theory and Practice, Issue Vol. 3, No. 2, 2017, Page(s) 103-117, ISSN 2544-0071

​Zpráva z první letní školy evropského programu EDiTE – EJD

Author(s): Lucie Bucharová
Published in: Pedagogicka Orientace, Issue Vol 27, No 1 (2017), 2017, Page(s) 234–237, ISSN 1805-9511

Pedagogical Supervision in Poland and Portugal: A Qualitative Study of Discourses and Practices in Teacher Development

Author(s): Wiktor Bernad
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 22-37

A Phenomenologically Based Approach to Organizational Learning: Anecdotes in School Leadership Research

Author(s): Malte Gregorzewski, Markus Ammann, Michael Schratz
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 52-69

Grammars of Schooling in the Post-Authoritarian Context: A Comparative Study of Changing Teaching Practices in Elementary Education in Czech, Polish and Portuguese Schools

Author(s): Lucie Bucharová
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 39-49

Teacher Learning in Innovative Learning Environments in the Context of Educational Reforms and Developmental Interventions

Author(s): Helena Kovacs
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 93-106

The Alternatively Certified TEFL Teacher: One-Month TEFL Training Programs and Independent Providers of Alternative Certification, Two Sides of the Same Coin

Author(s): Ezra Anthony Howard
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 71-92

Citizenship Education in Austria: Teacher’s Views on and Experiences

Author(s): Shaima Muhammad
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 107-120

Information Communication Technology in Teaching English as a Foreign Language: A Teacher Perspective

Author(s): Dev Raj Paneru
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 121-134

The Evolution of Teacher Education Programs in Different Countries with a Special Focus on the Role of Practicum in Developing Teacher Competences

Author(s): Csilla Pesti
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 135-146

Developing Teacher Subjective Theories of Assessment

Author(s): Kinley Seden
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 147-163

Europeanisation in Teacher Education: Comparing Teacher Education Policies and Practices in Austria, Greece and Hungary

Author(s): Vasileios Symeonidis
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 165-178

Unpacking Cultural Diversity through a Critical Perspective Lens: Conceptualisations, Practices and Professional Development in a Portuguese Case Study

Author(s): Nikolett Szelei
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 179-190

Crossing the Threshold in the Margins: From the Critique of Ideology toward Emancipatory Pedagogical Praxis

Author(s): Tamás Tóth
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 191-203

Struggling for Educational Justice in Disabling Societies: A Multi-Sited School-Based Ethnography of Inclusive Policies and Practices in Poland, Austria, and Germany

Author(s): Josefine Wagner
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 205-218

Educating the Reflective Professional in Teacher Education: Professional Learning in Teaching and in Other Professions

Author(s): Deisi Cecibel Yunga Godoy
Published in: European Doctorate in Teacher Education. Researching Policy and Practice, Issue 2019, 2019, Page(s) 219-239

How to Keep Your Research Project on Track

Author(s): Deisi Yunga
Published in: ELGAR online, Issue 26 January 2018, 2018, Page(s) 46-48
DOI: 10.4337/9781786435767.00013

Struggling for Educational Justice in Disabling Societies: A Multi-sited School-based Etnography of Inclusive Policies and Practices in Poland, Austria, and Germany

Author(s): Josefine Wagner
Published in: Issue 1, 2019

Educating the reflective professional in teacher education: professional learning in teaching and in other professions

Author(s): Yunga Godoy Deisi Cecibel
Published in: Issue 1, 2019

The evolution of teacher education programs in different countries with a special focus on the role of practicum in developing teacher competences

Author(s): Csilla Pesti
Published in: Issue 1, 2019

Teacher learning in innovative learning environments, in the context of educational reforms and developmental interventions

Author(s): Kovacs, Helena
Published in: Issue 1, 2019

Grammars of Schooling in the Post-Authoritarian Context. Comparative Study of Changing Teaching Practices in Elementary Education in Czech, Polish, and Portuguese Schools.

Author(s): Lucie Bucharova
Published in: Issue 1, 2019

Crossing the Threshold in the Margins. From the Critique of Ideology Towards Emancipatory Pedagogical Praxis

Author(s): Tamas Toth
Published in: Issue 1, 2019

Constructing Teacher Subjective Theory of Assessment

Author(s): Kinley Seden
Published in: Issue 1, 2019

Information Communication Technologies in Teaching English as a Foreign Language: Teacher Perspective

Author(s): Dev Raj Paneru
Published in: Issue 1, 2019

A Mix That Works For School Development: School Leadership and Knowledge Sharing

Author(s): Malte Gregorzewski, Helena Kovacs
Published in: European Perspectives in Transformative Education, Issue 2017, 2017, Page(s) 204-216

Revealing the Hidden Profession? Recent Developments to Support: Teacher Educators in Europe – The Cases of Hungary and Poland

Author(s): Vasileios Symeonidis, Agata Gajewska-Dyszkiewicz
Published in: European Perspectives in Transformative Education, Issue 2017, 2017, Page(s) 144-167

​‘Grammar of Schooling’ and Authorial Schools in Poland:Selected Examples

Author(s): ​Lucie Bucharová
Published in: European Perspectives in Transformative Education, Issue ​2017, 2017, Page(s) 217-229

What is pedagogical supervision in Europe today? A study design through the lens of educational policies, common understanding of the notion and teacher perception.

Author(s): Wiktor Bernad, Maria João Mogarro
Published in: European Perspectives in Transformative Education, Issue 2017, 2017, Page(s) 230-243

The Deadlock of Schooling

Author(s): Tamás Tóth
Published in: European Perspectives in Transformative Education, Issue ​2017, 2017, Page(s) 71-98

​Transformative Teacher Learning: An Analysis of TransformativeDimensions and Relevance

Author(s): Dev Raj Paneru, Shaima Muhammad, Kinley Seden, Nikolett Szelei, Csilla Pesti,Deisi Yunga, Wiktor Bernad
Published in: European Perspectives in Transformative Education, Issue ​2017, 2017, Page(s) 15-33

Pippi Longstocking: Reading beyond an Empowerment Icon

Author(s): Josefine Wagner, Shaima Muhammad, Ewa Stoecker, Beata Telatyńska
Published in: European Perspectives in Transformative Education, Issue 2017, 2017, Page(s) 99-120

A Mix that Works for School Development: Teacher Learning andSchool Leadership

Author(s): Helena Kovacs, Malte Gregorzewski
Published in: European Perspectives in Transformative Education, Issue ​2017, 2017, Page(s) 184-203

​Better Student Learning: Is Better Good Enough?

Author(s): Lucie Buchárová, András Fehérvári, Agnieszka Licznerska, Monika Rusnak,Sofia Sá, Tamás Tóth
Published in: European Perspectives in Transformative Education, Issue 2017, 2017, Page(s) 34-47

Information Communication Technology in Teaching English as aForeign Language from Research Perspective: An Analysis of Class-activities and Teacher Roles

Author(s): ​Dev Raj Paneru
Published in: European Perspectives in Transformative Education, Issue 2017, 2017, Page(s) 244-261

The Emerging European Context: Crossing the Threshold to Rise

Author(s): Vasileios Symeonidis, Helena Kovacs, Josefine Wagner, Malte Gregorzewski, Agata Gajewska-Dyszkiewicz, Ewa Stoecker, Ezra Howard
Published in: European Perspectives in Transformative Education, Issue 2017, 2017, Page(s) 48-65