TEPE Conference 2022 - Enhancing the value of teacher education research: Implications for policy and practice
Date : du 11-04-2022 au 13-04-2022
Appel à communications ouvert jusqu'au : 14-01-2022
Lieu : University of Graz
Modalité : présentiel
Organisation : Teacher Education Policy in Europe Network (TEPE)
The organiser is preparing this event as a physical conference in Graz. However, if the possibility to meet physically is prevented by the development of the Covid-19 pandemic, the event will be held virtually as an online conference (like the TEPE 2021 conference in Ljubljana).
We are delighted to welcome you to the 2022 TEPE International Conference on "Enhancing the value of teacher education research: Implications for policy and practice" to be held at the University of Graz, Austria, 11th-13th April 2022.
This annual scientific event brings together teacher education experts from around the world: representatives of universities, governmental and non-governmental institutions, researchers, policy-makers and teacher education professionals. The conference also welcomes the contribution of early stage researchers in teacher education and other related fields. We expect that the event will be a great opportunity for learning and reflection on the value of teacher education research, exploring the implications of teacher education research for policy and practice. The following are some of the central questions for this year's conference: What is the purpose of research in teacher education? Which are effective ways to produce a knowledge base for teacher education? How can teacher education research inform policy? What is meaningful research for teacher education practice?
The conference is organized by the TEPE Scientific Network in collaboration with the Institute of Education Research and Teacher Education and the Center for Teacher Education at the University of Graz and is supported by the teacher education section of the Austrian Society for Research and Development in Education.
Call for papers
The theme of the 2022 TEPE conference provokes us to think about the value of research in and on teacher ed- ucation by exploring the various dilemmas facing teacher education research and the implications that emerge for policy and practice. Although research in and on teacher education has increased over the past decade, the value of teacher education research continues to be questioned by other academic disciplines, policymakers and even teach- ers themselves. This is partly because teacher education has not yet found its footing in the landscape of higher education (Zgaga, 2013), while the understanding of what research-based teacher education means often differs be- tween policymakers and teacher educators (Smith, 2015).
To enhance the value of teacher education research, it is crucial to examine the dilemmas inherent to this field. It is for example one thing to speak of research as a segment of the study of future teachers, and another to speak of research as a necessary task for teacher educators. In the first case, we are talking about the value of research in teacher education, while in the second case about the need to produce research that focuses on the practice of teacher education. When it comes to research on teacher education, another tension that emerges is utilising the variety of research methods available, while also paying attention to interdisciplinarity. Teacher education re- searchers have often been urged to conduct large-scale and longitudinal studies, or ensure that the small-scale studies are linked in order to systematically develop a knowledge base for the field (Mayer & Oancea, 2021). Without such a knowledge base, the potential of teacher education research to inform policy proves to be minimal (Darling-Hammond, 2016). At the same time, teacher education research should avoid the risk of becoming ob- solete for the practice, finding instead meaningful ways to connect with the reality of teacher education institutions.
To help us bridge those dilemmas, the conference aims to address a number of deeper questions such as:
What is the purpose of research in teacher education? What is the value of research- based teacher education, and what do we mean preparing teachers as researchers?
Which are effective ways to produce a knowl- edge base for teacher education? What is the val- ue of small-scale practitioner-based research and why is it important for teacher education? What kind of indicators we need for standardised monitoring studies in teacher education and who should be defining them? Which are future research topics relevant for the field?
- How can teacher education research inform policy? How is policy utilising teacher education research? How is the governance of teacher edu- cation influencing research in the specific field?
- What is meaningful research for teacher edu- cation practice? How can we design research and curricula that have an optimal impact on the practice of teachers, teacher educators and student teachers? How can we avoid the risk of teacher education research becoming obsolete for the practice?
We would like to take up and discuss these and similar questions at the 16th Annual Conference of the TEPE Network, which will be organised from 11th to 13th April 2022 by the Institute of Education Research and Teacher Education at the University of Graz, Austria. The event is organised in partnership with the Center for Teacher Education at the University of Graz and is supported by the teacher education section of the Austrian Society for Research and Development in Education. In detail, these questions will be explored through keynote speeches, parallel thematic sessions, panels and working sessions on four main topics, namely:
Theme 1: The value of research in teacher education: Research-based teacher education and the role of teachers and teacher educators as researchers.
Theme 2: The value of research on teacher education: Innovative approaches in conducting teacher education research at pre-service and in-service levels.
Theme 3: Teacher education research and policy: The potential of research to inform and evaluate the impact of policy.
Theme 4: Teacher education research and practice: Designing research and curricula that are meaningful for the practice.
We are thus inviting early career and senior researchers in the field of teacher education and related fields to ap- ply for this conference.
URL : https://teacheredu-policy-europe2022.uni-graz.at/.../
résumés : https://teacheredu-policy-europe2022.uni-graz.at/.../
enregistrement vidéo : https://teacheredu-policy-europe2022.uni-graz.at/.../
Le livret des résumés peut être téléchargés sur le site de la conférence (pdf, 89 p.).
3 vidéos sont également disponibles en ligne :
Keynote by Teresa O’Doherty, Marino Institute of Education & Trinity College Dublin, Ireland
Research in and of teacher education: implications for policy and practice
Keynote by Charalambos Y. Charalambous, University of Cyprus, Cyprus
What can’t large-scale studies tell us about the contribution of teacher education and qualifications to student learning: a critical reflection of the literature
TEPE Panel Discussion and Closing of the conference
mot(s) clé(s) : comparaison internationale, formation des enseignants