The Call for Papers for TEPE 2018, 17th-19th May, at the University of Minho in Braga has been extended to 10th February 2018.
It is with a deep sense of sadness that we announce the passing of our great friend and colleague Emeritus Professor Daniel Kallós who passed away on the 29th October 2017. Daniel was a driving force for research in the field of teacher education and for the establishment of the related field of educational work (pedagogiskt arbete) in Sweden at the turn of the millennium.
The impact of his work has resonated locally through his work at Umeå University and also at a national level in Sweden as described in the obituary by his friends and colleagues Per-Olof Erixon, Jan Sandgren and Maria Löfgren and published in Swedish at https://www.vk.se/2133461/daniel-kallos-umea which is reproduced in English below.
Not only has Daniel’s work had impact at the local and national level, but also his influence has impacted internationally. In particular he was the driving force behind the Thematic Network for Teacher Education in Europe (TNTEE) which formed the foundation on which the TEPE network was built.
There will be a memorial ceremony for Daniel on 25th November 2017 in Umeå.
Here is the tribute to Daniel from Per-Olof Erixon, Jan Sandgren and Maria Löfgren:-
Brian Hudson, Professor of Education, University of Sussex
DEATH. Our friend, colleague and teacher education’s dynamic representative Daniel Kallós has died at the age of 80 years. Closest relatives are wife, children and grandchildren.
He left Lund and Skåne and came to Umeå and Umeå University 30 years ago, when he took up the position of professor at the Educational Department. A few years later, he was appointed chair of the University’s Education and Research Board for teacher training. It was in that capacity that Daniel Kallós actively contributed to the research development of teacher education, not only at Umeå University but also nationally.
Daniel Kallós appeared as a teacher’s teacher at a time when research structures were lacking, and many questioned the location of teacher education at the academy. For several years he was president of the Teacher Training Convention, which served all teacher education in the country. He consciously and systematically worked on building structures to strengthen teacher education, which meant that in 2000, a faculty board for teacher education was established, well before other institutions in the country had established similar bodies.
At the same time, a new research education subject, educational work (pedagogiskt arbete) was established, which allowed students with teacher education qualifications to conduct research studies. To date 80 people have disputed in educational work at Umeå University.
When the government decided to set up 16 research schools in 2000, Daniel Kallós, together with colleagues in the country with well-written applications, succeeded in getting two of them at Umeå University; The National Research School in Educational Work, with participants from seven universities in the country, and the Gender Research School. For his efforts for teacher education, Daniel Kallós 2004 was appointed honorary doctorate at Umeå University.
After retirement, Daniel Kallós grew wholeheartedly into municipal policy and in that capacity is known to wider audience.
We are grateful that we got to know and work with Daniel Kallós. The University is harvesting the fruits of his hard work every day and will do so for a long time to come.
We miss a creative, ‘wordsome’, well-formulated, powerful, colourful and sometimes provocative colleague. Just Daniel’s great dedication and creative glow and ability to create something new and great is what we will especially remember of him. Like the memory of a fellow man and colleague who always stood up for what he believed in and burned for.
Per-Olof Erixon, Professor of Educational Work at Umeå University
Jan Sandgren, Chief Executive Officer at the Faculty Board for Teacher Education
Maria Löfgren, Rector of the School of Teacher Education at Umeå University
17-19 May 2018, Braga, Portugal
CALL FOR PAPERS
The Organising and Scientific Committees of the TEPE Network Conference 2018 invite you to submit a paper on the theme:
Recruiting and Educating the Best Teachers: Policy, Professionalism and Pedagogy
The theme of the 12th TEPE conference “Recruiting and Educating the Best Teachers: Policy, Professionalism and Pedagogy” will enable the discussion of teacher education policy in Europe and beyond. At the TEPE 2018 conference there will be opportunities to discuss key issues related to the recruitment, selection and education of teachers focusing particularly on the dimensions of policy, professionalism and pedagogy. This event will bring together a number of experts: from representatives of universities to governmental and non-governmental institutions, as well as policy makers, researchers, teacher educators, teachers and all those interested in teacher education policy, research and practice.
The following five sub-themes have been established to explore this general theme:
Sub-theme 1. Policy in Recruiting and Educating the Best Teachers
Papers under this sub-theme focus on issues of how to recruit and educate the best teachers, including, amongst other features, criteria and procedures for teacher recruitment, content and form of curriculum of teacher education, structure and policies of teacher education.
Sub-theme 2. Professionalism and the Education of the Best Teachers
This sub-theme includes papers related to teachers’ knowledge, competencies and standards that might be considered relevant to the education of teachers.
Sub-theme 3. Pedagogy of Teacher Education
This sub-theme includes papers related to teacher educators’ practices and also to the key distinctive features of pedagogy of teacher education.
Sub-theme 4. Research and Practice in Teacher Education
This sub-theme focuses on specific issues in teacher education that have been widely considered to be key elements in teacher education: the practice and the research dimensions.
Sub-theme 5. Teacher Evaluation and Professional Development
This sub-theme focuses on policies and practices related to the evaluation of teachers and to their professional development.
Abstracts should be of up to 300 words in length, including keywords and title. In order to submit your abstract, please use the following email: email@example.com
- Deadline for submission of abstracts: 31 January 2018
- Abstract Acceptance Notice: 1 March 2018
- Early Bird Registration Deadline: 15 April 2018 midnight CET
- Late Registration Deadline: 10 May 2018 midnight CET
- Conference Date: 17 – 19 May 2018
More at: http://www.tepe2018.com
The need for greater coherence between the different aspects of teacher education has been the focus of discussion in debates about teacher quality and teacher professionalism over many years. This book has emerged from over 10 years’ collaboration within the Teacher Education Policy in Europe network (TEPE) and in particular from contributions made at the network’s eighth conference held at the University of Zagreb, Croatia.
The structure of the book follows two organising principles. The first follows the logic of the teacher education continuum from initial teacher education through induction to continuing professional learning. The second reflects a focus from the local to the global, considering key contemporary developments first at the national level in Ireland, Finland, Poland, Sweden and Scotland then at European and international levels. It culminates in the consideration of the implications of the UNESCO post-2015 ‘Education for All’ (EFA) agenda.
Placing this book into a broader international frame raises questions about the impact of neoliberalism, which has developed over three decades into a widely and deeply disseminated governing rationality. The counter-productive impact of the associated ‘austerity measures’ has led to increased levels of inequality at the national level in many European countries over recent years. There is convergence at the local and European level with the global EFA agenda concerning the need to focus strongly on achieving equitable learning outcomes for all.
Overcoming Fragmentation in Teacher Education Policy and Practice considers key issues for the field in an international context. This book:
- Reflects on over 30 years of research and development in teacher education policy and practice in Europe
- Presents key contemporary issues and developments in Europe and internationally at this time
- Identifies directions for future research and development that address key issues of social justice from the local to the global level.
Hudson, B. (Ed.) (2017) Overcoming Fragmentation in Teacher Education Policy and Practice, Cambridge Education Research Series, Cambridge University Press.
It is available from the Cambridge University Press website
It is also available via Amazon
The book will be launched and celebrated at a reception sponsored by Cambridge University Press at 19:30 on Friday 19th May in Limerick. This will take place just prior to the conference dinner of TEPE 2017
We are delighted to have had a very positive response to our call for papers – in total we had over 50 papers submitted, all of which are of a very high standard. The papers are from South Africa, Canada, Ireland, Sweden, Poland, Scotland, Spain, Portugal, Finland, Malta, Italy, USA, Turkey, Slovakia, Denmark, Britain and The Netherlands.
Mary Immaculate College is also hosting an International Research Methods Summer School (IRMSS) from 19-21 May and we have secured agreement with the IRMSS organising committee for TEPE 2017 participants to attend the keynote papers at no extra cost. Similarly the IRMSS attendees will be able to attend the TEPE keynotes. We think that this will allow for a really attractive aspect of the programme. The IRMSS keynote speaker on the Friday of the conference will be Vivian Gadsden, President of the American Educational Research Association (AERA).
Registration is now open at the TEPE 2017 website