TEPE 2021 Conference
Teacher Education Policy in Europe
20-22 May 2021, Ljubljana, Slovenia
CALL FOR PAPERS
The Scientific and Organising Committees of the Teacher Education Policy in Europe (TEPE) Network Conference 2021 are calling for abstract submissions.
The theme of the 15th TEPE conference is
“Challenges of distance teaching in teacher education and education”
This event will definitely be held by Zoom. The organizing committee has reconsidered the way the conference will be held and, given the unpredictable situation in the coming months (anti-covid measures, border regimes, travel restrictions, etc.), has decided to hold the conference ENTIRELY ONLINE.
The radical changes in professional and everyday life caused by the pandemic COVID -19 have also raised a number of questions concerning the education of future teachers and thus education in general. The changes that are taking place in schools around the world pose major challenges to education policy in general and teacher education policy in particular. These challenges also require an immediate response from educational and teacher education researchers.
Distance teaching and learning in the field of teacher education raises a variety of issues, ranging from instrumental questions, such as the use of the various ICT tools available today to more general and systemic issues:
- to what extent and how the competences required in teacher education courses can be achieved through distance teaching and learning;
- the possibilities for remote verification / assessment of knowledge or competences achieved and their equivalence, success and validity;
- how these changes in communities or even the lack of informal and direct contact between students and teachers affect the formation of academic communities;
- whether or how distance teaching and learning provide equal opportunities for students at teacher education institutions (or students and pupils in schools);
- what consequences and what issues the pandemic raises for teacher education institutions in the field of internationalization of higher education (e.g. exchanges of students and staff, joint European projects, etc.);
- the implications and issues of the pandemic in the field of educational research in general and in research in teacher education in particular;
- how teacher education institutions could best contribute to meeting the new challenges either at the level of European/national policies and strategies or at the level of individual schools?
However, the sudden, unexpected and unplanned transition to various forms of distance teaching and learning also has wider epistemic, social and other consequences and raises a number of deeper questions such as:
- what education and teacher education is all about, and
- what kind of society do we want?
These consequences are largely transferred to and reflected in the educational process, so they must also be critically reflected in teacher education. Among other things, they should trigger a reflection on the positive and negative consequences that a more or less permanent transition to distance (teacher) education would have. Therefore, the following should also be asked:
- Can distance teaching and learning be a desirable goal at all?
- Could school play its social role under such conditions?
There are shades of grey between face-to-face communication and distance methods such as blended learning models. The latter can occupy a valuable place, in a way that gives learners more responsibility to engage. However, these approaches require new skills from teachers and teacher educators and have a significant impact in terms of professional development, resources, timing, etc., which are often not taken into account by those responsible for responding to the crisis. In general, these people do not have the necessary expertise and experience and do not recognize this fact. The role of research and its support to evidence-based policy development is therefore even more important.
We would like to take up and discuss these and similar questions at the 15th Annual Conference of the TEPE Network, which will be organised from 20 to 22 May 2021 by the Faculty of Education of the University of Ljubljana. In detail, these questions will be explored through keynote speeches, parallel thematic sessions, panels and working sessions on four main topics, namely:
Theme 1: Distance teaching and learning: new challenges for teacher education policy and practice
Theme 2: Pedagogical strategies to meet and respond to challenges in distance teaching and learning
Theme 3: Problems and strategies in researching the challenges of brought forward by distance teaching and learning
Theme 4: What kind of teacher education policy (institutional, national, European level) for the times we have entered?
If you have any questions, please do not hesitate to ask them: firstname.lastname@example.org.
- Submission of abstracts: 4 January 2021 – January 21, 2021
- Abstract Acceptance Notice: 22 February 2021
- Registration Deadline: 15 April 2021 (Midnight CET)
The abstract is a short but concise statement that describes a larger work. The content of the abstract must comply with the following guidelines:
- The abstract should include a brief introduction on the topic, purpose, method used, main findings or main expected implications and conclusions.
- Where appropriate, the abstract should also include research limitations, practical implications and the main recommendations.
- The abstract should not exceed 300 words and must be based on original research work.
- Three or four keywords related to the topic should be provided along with abstract.
The abstracts will be subject to a double-blind peer review. Accepted abstracts will be published in electronic format in the conference proceedings TEPE 2021 once registration is complete. If your abstract is accepted for presentation at the conference, a notification email will be sent to your registered email address. If you do not receive this e-mail, please contact us at: email@example.com.
Review process and notification of review results
Authors will usually be informed of acceptance or rejection within four weeks after submission of the abstract. Accepted authors will receive an e-mail informing them about the results.After the Conference, the Organizing Committee will provide the possibility of publishing selected papers in a publication (monograph or journal).
The following criteria will be applied in the evaluation of submissions:
Originality: Is the study original in nature? How does it contribute to the existing knowledge base on teacher education and teacher education policy?
Impact: Does the abstract address an important question about teacher education policy and the main TEPE 2021 conference theme? How does the study promote scientific findings in the field of teacher education and teacher education policy?
Quality of Research Design and Data Analysis: Is the study design clearly described, including research approach, sample, context and analysis? If the abstract contains an overview of previous research, are the review criteria and the method of analysis clearly described?
Conclusions: Are the conclusions clear and realistic? Are the conclusions supported by the data? Are the conclusions relevant for teacher education and teacher education policy?
Quality of the presentation: Is the abstract clearly written? Are the study objectives, methods and results easy to understand?
Submission of abstracts: January 4 – January 21, 2021 by sending them to the e-mail address firstname.lastname@example.org.
When submitting your abstract, please indicate the theme (1 – 4; see above) under which you are preparing your paper or symposium.
Submission of Abstracts:
4 Jan - 21 Jan 2021
Abstracts Acceptance Notice:
22 Feb 2021
15 Apr (midnight CET)