TEPE 2019 Call for papers

The web site for TEPE 2019 conference is now available.

The conference will be held in Cracow, Poland during 16-18 May 2019 on the theme of “Quality Teachers and Quality Teacher Education: Research, Policy and Practice”.

The Call for Papers and important dates can be found at the conference web site: http://tepe2019.pl/abstract-guidelines/

We look forward to receiving your submissions.

With best wishes for 2019!

First Announcement of the TEPE 2019 Conference

The TEPE 2019 Conference will take place at the Pedagogical University of Cracow, Cracow, Poland from 16th to 18th May 2019 on the theme of Quality Teachers and Quality Teacher Education: Research, Policy and Practice. More information will follow by October 2018 and we look forward to seeing you there.

Thanks for organising TEPE 2018

Thank you to Maria Assunção Flores and colleagues from the University of Minho, Portugal for organising such an inspiring and wonderful conference.

 

Vlasta Vizek Vidović

We received the very sad news that on 25 February 2018 our dear colleague, Professor Vlasta Vizek Vidović, from the University of Zagreb, Croatia, passed away. The main areas of her scientific interest were related to organizational psychology and to the psychology of education. She had been engaged in research in the field of stress and motivation in work, the area of motivation for learning and professional development of teachers, as well as in the issues of development of higher education. She had been coordinator of several international projects in the field of teacher education and higher education development, funded by the EU, UNESCO and the World Bank. She also held a number of managerial duties at the Faculty and University, including Head of the Department of School Psychology, Head of Department of Psychology, Dean of the Faculty of Philosophy and Vice Rector for International Cooperation at the University of Zagreb. She also participated in numerous national, university and faculty bodies and working groups. We will remember her as a devoted member of the TEPE Board and an excellent organizer of TEPE 2014 conference in Zagreb, Croatia.

TEPE 2018 Conference

The Call for Papers for TEPE 2018, 17th-19th May, at the University of Minho in Braga has been extended to 10th February 2018.

Daniel Kallós (1937-2017)

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 29^th 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 25^th 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

Overcoming Fragmentation in Teacher Education Policy and Practice – IS NOW PUBLISHED

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.

Reference
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