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
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
TEACHER EDUCATION POLICY IN EUROPE
The theme of the 2017 TEPE conference: ‘Education for All: Issues for Teacher Education’ examines the extent to which the education system can serve the needs of a diverse range of learners and the role of teacher education in the pursuit of this goal. This conference will provide opportunities for teacher educators, academic researchers, educators and policy makers to interrogate the notion of ‘Education for All’ and in particular, the key role of teacher education and teacher educators therein.
Conference Dates: 18-20 May 2017
The following sub-themes have been established to explore this general theme:
Theme 1. Initial teacher education for all: attracting, supporting and preparing a diverse student teacher population
Theme 2. Equality and Access: Who is the education system really serving?
Theme 3. Theory, policy and practice in teacher education: Global and European perspectives on education for all.
This year the annual conference comes to Ireland and to Mary Immaculate College, Limerick. Founded in 1898, Mary Immaculate College (MIC) is the oldest third level institution in Limerick City. With a student population of approx. 5000, the College offers a wide range of programmes in Education and the Liberal Arts at both undergraduate and postgraduate level and provides initial teacher education at Bachelors and master’s level for primary and secondary level teachers as well as teachers working in further / adult education. It also offers a bachelors programme in Early Childhood Care and Education and a broad range of professional development programmes for teachers at masters level in areas such a technology, early childhood studies, special education and educational leadership and management. MIC Programmes are accredited by the University of Limerick.
To Submit a Proposal
Both Paper and Poster submissions are welcome. To submit your proposal see the guidelines at the TEPE 2017 Conference web site.
Teacher Education Policy in Europe Network (TEPE) 2016 conference
19 – 21 May 2016 Valletta, Malta
Teacher Education from a Global Perspective
We look forward to welcoming you to Malta in 2016!
The Teacher Education Policy in Europe (TEPE) network is an academic network that builds on the previous European collaborative projects in the field of teacher education policy – TNTEE and EUDORA. The annual conference brings together educational researchers, policy makers, teachers and practitioners from Europe and beyond. The conference programme will include keynote speeches, plenary sessions and parallel thematic sessions.
The strategic position of Malta in the middle of the Mediterranean Sea and rich with a history of 7,000 years gives the island a unique mélange of cultures. In the educational sphere, it has historically participated actively in the work and activities of the European Union as well as those of international and regional organisations and institutions. This conference, being hosted in Malta, is to encourage research with an emphasis on Europe and the MENA (Middle East and North Africa) region. The theme of the 2015 TEPE conference: ‘Teacher Education from a Global Perspective’ opens the debate regarding the need of quality teacher education institutions and lifelong opportunities for all teachers to learn and to grow. It also establishes the notion that all teachers should receive adequate education and training throughout all phases of their preparation and professional development and the need for teachers to seek and make use of learning opportunities within their schools and communities. This conference will give opportunities to academics and educators to share experience, practice and research findings on teacher education throughout the world, giving rise to different perspectives about how to offer teachers the chance to learn.
The following sub-themes have been established to explore this general theme.
Theme 1. Initial teacher education in Europe and in a global world
Theme 2. Teachers in schools as learning organisations in Europe and from a global perspective
Theme 3. Teachers and teacher education for multicultural settings
Theme 4. Theory, policy and practice in teacher education in Europe and from a global perspective
Theme 5. Reflections on teacher education at Masters level
Submission and Guidelines
The conference aims to explore the notion of teacher education contexts, through these five sub-themes but in their broadest sense and to have a strong connection with research-based evidence. Conference proposals can be research paper sessions, posters or symposia. The deadline for abstract submission is the 15th of February 2016 and notification of acceptance will be sent to the author by the 31st March 2016. Late submissions may not be considered. The conference language will be English.
Abstracts will be blind reviewed by two reviewers and included in the Book of Abstracts. The full papers will be recorded on CD and the conference website. Selected papers will be published in the conference publication. All abstracts and papers must be in English.
Abstracts should be of up to 300 words in length, including keywords and title. It will be possible to submit these via the EasyChair conference system https://www.easychair.org/ and further detail will be sent with the second Call for Papers shortly. If you are a new user, you will need to sign up for an EasyChair account by following the instructions available on the website address.
Criteria for the evaluation of papers:
Reviewers will evaluate papers according to the following criteria:
- Does the paper clearly address at least one of the central goals of the TEPE Network?
- Does the paper present innovative ideas and new knowledge on the subject under examination?
- Does the paper present clear policy recommendations related to teacher education?
- Does the paper fit with the technical requirements e.g. length (4000-6000 words), references and quality of language?