The ELTE/EDiTE PhD program ELTE University offers a new PhD program for ESRs which is the adaptation of the common EDiTE doctoral program in Teacher Education. The

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The ELTE/EDiTE PhD program

ELTE University offers a new PhD program for ESRs which is the adaptation of the common EDiTE doctoral program in Teacher Education. The ELTE/EDiTE PhD program is one of the seven subprograms in the Doctoral School of Education of the Faculty of Education and Psychology of ELTE.

This is a 180 credit program which consists of two modules: the Advanced Pedagogical Studies Module (APS) and the Research Intensive Module (RIM) (see Table 1). The courses of the RIM module support directly the individual research of the PhD student, including publication and teaching activities, as well as the preparation of the doctoral dissertation. The preparation of the dissertation generally requires student work beyond the 180 credits.

Table 1

The modules and the credit structure of the ELTE/EDiTE PhD program

TITLE SUB MODULES ECTS

MODULE 1 Advanced Pedagogical

Studies (APS)

Theoretical courses 28

Research methodology courses I. 14

Elective courses 21

Total Module 1 63

MODULE 2

Research Intensive Module (RIM)

Research methodology courses II. 14 Teacher education related courses

supporting the individual research 28 Scientific and teaching activities,

preparing the dissertation 75

Total Module 2 117

TOTAL 180

Studies are supported by a number of compulsory and optional/elective courses (see Table 2). The courses might focus on (1) general theoretical foundations, (2) research methodologies and (3) teacher education or teacher learning, the latter group of coursers directly supporting the individual PhD research project of the student. Some of the RIM module courses are highly individualized: they are based on the interaction of the student with his/her supervisor (see the Research Intensive Courses I-IV in Table 2.).

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Table 2

The course offer of the ELTE/EDiTE PhD program

Module Course ECTS

Theoretical Courses

APS Education in historical perspectives 7

APS Research strategies and paradigms 7

APS Global trends in Educational Research 7

APS European integration and education 7

Research Methodology courses (4 courses to be selected)

APS/RIM Research project management 7

APS/RIM Quantitative research 7

APS/RIM Qualitative and mixed method research 7

APS/RIM Classroom research 7

APS/RIM How to write and publish a research paper in English? 7 Teacher education related courses supporting the individual research (4 courses

to be selected)

RIM Professional learning and supporting reflective professionals 7 RIM Comparative trends in teacher education worldwide 7

RIM Teacher professionalism 7

RIM Teacher education planning 7

RIM European teacher education systems 7

Optional courses

APS Courses offered by other programs 21

Scientific and teaching activities

RIM Publications 24

RIM Research Intensive Course I. 3

RIM Research Intensive Course II. 3

RIM Research Intensive Course III. 3

RIM Research Intensive Course IV. 3

RIM Other scientific activities, including teaching 39

Total 180

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ANNEX: Course descriptions

Education in historical perspectives

Aims

The course helps doctoral students to better understand educational phenomena in historical perspectives. While discussing some key issues of educational understanding, emphasis is given to changes, processes that lead to present educational problems.

Competences to be developed

- Knowledge about the main issues of history of education

- Knowledge about problem-centered approaches to educational phenomena - Ability to identify past and recent questions in pedagogy, in education - Develop ability to discuss educational problems

- Commitment to historical approaches in interpreting and explaining educational developments

Main topics

- Epistemological issues of historical research

- Epistemology and school curriculum: their relationship in historical context - Childhood and youth: their changes over centuries

- Literacy: the changing roles and ways of reading and writing in European culture

Course requirements

- thorough reading of relevant literature

- written essay to be chosen from the following topics:

o Childhood today: lessons from the past o The role of reading in a digital age

o Curricula and knowledge: teachers’ changing role in disseminating knowledge

Literature

Depaepe, M. (2012): Between Educationalization and Appropriation. Selected Writings on the History of Modern Education Systems. Leuven University Press, Leuven.

Hofstetter, R. and Schneuwly, B.(2002): The Emergence and Development o f the Educational Research in Europe. European Educational Research Journal. 1/1. www. triangle.co.uk/eerj Mary Jane Kehily ed.(2004): An Introduction to Childhood Studies. Open University Press, London.

Heather Montgomery (2009): An Introduction to Childhood. Wiley-Blackwell, London.

Tompkins, G. (2009): Literacy for the 21st Century. Pearson, 2009. ISBN 978-0135028926

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Research strategies and paradigms

The course aims at deepening students’ knowledge on the epistemological background of reseach methods. It further helps students to understand how educational phenomena can be researched systematically thus enabling them to choose and implement relevant methods to their own specific research.

Topics

- scientific research as a systematic approach towards educational phenomena

- quantitative and qualitative methodology: aims, characteristics, design, advantages, disadvantages, measurement

- mixed methodology

Competencies to be developed

- knowledge about the epistemological background of research methodologies - knowledge about quantitative and qualitative methodology

- ability to consider advantages and disadvantages of choosing different methodologies and methods to given research problems in education

- thorough reading of relevant literature

- presentation about a chosen research paper: its analysis from a methodological point of view - written review of a chosen research paper: its analysis from a methodological point of view

Literature

Flick, U. (2002): An Introduction to Qualitative Research. Sage, London.

Lukenchuk, A. ed. (2013): Paradigms of Research for the 21st Century. Peter Lang, New York Muijs, D. (2004): Doing quantitative research in education with SPSS. Sage, London

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Global trends in Educational Research

The course aims at making the students familiar with the recent global trends in education research.

It also aims at helping the students to place their own doctoral research into a broader global context.

Topics

- the position of education research in the global research community - key global trends

o competing paradigms

o quality, relevance, excellence o the evidence based approach

o mediation and brokering between research and practice o turning to the users

o educational evaluation and education research o evolving areas and thematic focuses

o interdisciplinarity

o the acceleration of changes

o education research and lifelong learning o globalization and international cooperation o the market of education research

o teacher research

o education research and national innovation policies

- reading an agreed selection of recommended literature

- individual or team presentation in class on an agreed theme related with the theme of the course

- a 6-8 page essay on the positioning of the individual doctoral research in the global context of education research

Recommended literature

Andrew Pollard (2006):Challenges facing educational research Educational Review Guest Lecture 2005. Educational Review Vol. 58, No. 3, August 2006, pp. 251–267

Berliner, David C. (2002): Educational Research: The Hardest Science of All. Educational Researcher.

Vol. 31, No. 8, pp. 18–20

Burns, Tracey – Schuller, Tom (2007): The Evidence Agenda. OECD CERI. pp. 15-32

Commission of the European Communities (2007): Towards more knowledge-based policy and practice in education and training. Commission Staff Working Document. Brussels

Craig, Cheryl J. (2009): Teacher research and teacher as researcher. in: Saha, Lawrence J. - Dworkin, Anthony Gary (ed.): International handbook of research on teachers and teaching. Springer. pp. 61-

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DETYA (2000). The Impact of Educational Research: Research Evaluation Programme, Department of Educational Training and Youth Affairs. Melbourne

Gretler, Armin (2007): The International Social Organisation of Educational Research in Europe:

reviewing the European Educational Research Association as an example - facts and questions.

European Educational Research Journal, 6 (2), 174–189

Halász Gábor (2010): The role of educational research and innovation in improving educational systems: a CIDREE perspective. in: Stoney Sheila M. (ed): Beyond Lisbon 2010: perspectives from research and development for education policy in Europe. 2010: the 20th Anniversary of CIDREE Yearbook. pp. 159-174 (downloadable from here)

Hargreaves, David (1999): The Knowledge-Creating School, British Journal of Educational Studies 47(2) p122-144

Husén, Torsten (1999): Research Paradigms in Education. in: Husén, Torsten - Postlethwaite, T.

Neville - Clark, Burton R. - Neave, Guy (ed.) (1999) “Education: the complete encyclopedia”.

Amsterdam, Elsevier Science/Pergamon

Kaestle, Carl F. (1993): The Awful Reputation of Education Research. Educational Researcher, Vol. 22, No. 1. pp. 23-31

Oancea, Alis – Furlong. John (2007): Expressions of excellence and the assessment of applied and practice-based research. Research Papers in Education. Vol. 22, No. 2, June 2007, pp. 119–137 OECD (2003): New Challenges for Educational Research. Paris

OECD (2007): Evidence in Education. Linking Research and Policy. Paris

Ozga, Jenny (2007): Co-production of quality in the Applied Education Research Scheme. Research Papers in Education. Vol. 22, No. 2, June 2007, pp. 169–181

Pollard, Andrew (2007). The United Kingdom’s Teaching and Learning Research Programme. in:

OECD: Evidence in Education. Linking Research and Policy. Paris. pp. 125-130.

United States Congress (2002): Education Sciences Reform Act of 2002. To provide for improvement of Federal education research, statistics, evaluation, information, and dissemination, and for other purposes. (online: http://www.govtrack.us/congress/billtext.xpd?bill=h107-3801 )

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European integration and education

The course aims at introducing students into the role of the European Union in the area of education and training. It offers both general knowledge about European integration and specific knowledge about education sector related issues.

Topics

- The institutions and the policy dynamic of the European Union - The development of educational cooperation in the EU

- EU education sector strategies and implementation instruments o the open method of coordination

o the use of indicators and benchmarks o development instruments

- The “Europeanization” of education systems and policies in Europe - Key policy areas

o school education and key competences o teachers

o lifelong learning

o higher education and research o vocational and adult education

- The knowledge basis of education policy in the EU

- reading an agreed selection of recommended literature

- individual or team presentation in class on an agreed theme related with the theme of the course

- a 6-8 page essay on the European dimension of the individual doctoral research

Alexiadou, Nafsika (2007): The Europeanisation of education policy – changing governance and ‘new’

modes of coordination. Research in Comparative and International Education, 2. 2:102–116

Batory, Agnes – Lindstrom, Nicole (2011): The Power of the Purse: Supranational Entrepreneurship, Financial Incentives, and European Higher Education Policy. Governance: An International Journal of Policy, Administration, and Institutions, 24. 2:311–329.

Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (ET 2020 )

Corbett, Anne (2005): Universities and the Europe of Knowledge: Ideas, Institutions and Policy Entrepreneurship in European Union Higher Education Policy, 1955-2005. Basingstoke: Palgrave Macmillan

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European Commission (2008): Improving competences for the 21st Century: An Agenda for European Cooperation on Schools. Communication from the Commission to the European Parliament, the Council, the Economic and Social Committee and the Committee of the Regions

European Commission (2011): Progress towards the common European objectives in education and training (2010/2011). Indicators and benchmarks. Commission Staff Working Document. Brussels European Commission (2011): Tackling early school leaving: A key contribution to the Europe 2020

Agenda. Communication from the Commission to the European Parliament, the Council, the European Economic And Social Committee and the Committee of the Regions. Brussels, 31.1.2011.

COM(2011) 18 final

Halász, Gábor (2003): European co-ordination of national education policies from the perspective of the new member countries. in: Becoming the best – Educational ambitions for Europe. CIDREE-SLO.

Enschede. 89-118. p. (online: http://www.ofi.hu/studies-articles-090617/european-co-ordination ) Pépin, Luce (2007): The History of EU Cooperation in the Field of Education and Training: how lifelong

learning became a strategic objective. European Journal of Education, Vol. 42, No. 1, 2007

Gornitzka, Åse (2007): Networking Administration in Areas of National Sensitivity – The Commission and European Higher Education. Arena Working Papers, 2

Lawn, Martin – Lingard, Bob (2002): Constructing a European Policy Space in Educational Governance: the role of transnational policy actors. European Educational Research Journal, 1.

2:290–307

The Council of the European Union (2002): Detailed work programme on the follow-up of the objectives of education and training systems in Europe. Joint report by the Council and the Commission to the Barcelona European Council. Brussels

Walkenhorst, Heiko (2005b): The Changing Role of EU Education Policy: a Critical Assessment.

(http://aei.pitt.edu/3177/1/Walkenhorst_EUSA_2005_final.pdf )

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Research project management

Aims

The course helps doctoral students to understand the process and steps of research projects, functions and principles of project management. The course also aims at discussing practices of supporting research planning.

 Knowledge about project management: triple C model (communication, cooperation, coordination)

 Knowledge about research planning, research design

 Knowledge about research ethics

 Ability to understand the complete process of research, ability to view holistically a research project

 Commitment to a research-centred approach

Main topics

 Process of the research projects

 Thinking of a research area, purposes of research

 Planning, time management, communication, cooperation, coordination

 Research ethics

 Literature review

 Research design, research approach, design frame

 Data gathering, analyzing

 Concluding and writing up, dissemination of results

 Evaluating your own research

Requirements

Doctoral students create research road map.

The road map contains:

 Steps of a project plan from the idea of research area to the dissemination of results

 Detailed explanation of each step

 Timeline of each step

 Aspects of evaluating your own research

Literature

Bell, J; Waters S. (2014): Doing your research project, Open University Press, England Thomas, G (2013): How to do your research project. Sage, London

Pinto, J.; Pinto, M. (1990): Project Team Communication and Cross Functional Cooperation in New Program Development JOURNAL OF PRODUCT INNOVATION MANAGEMENT DOI: 10.1016/0737- 6782(90)90004-X

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Söderlund, J. (2004): Building Theories of Project Management: Past research, Questions for the Future. INTERNATIONAL JOURNAL OF PROJECT MANAGEMENT DOI: 10.1016/S0263- 7863(03)00070-X

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Quantitative research

The course aims at showing basic and complex elements of quantitative research and SPSS statistical analysis.

Topics

- differences between statistical relationships and cause-and-effect explanations - descriptive statistics, reliability and validity, correlation, linear regression - data analysis

- variance analysis - meta-analysis - cluster analysis

- basic knowledge about the research methodology terms - knowledge about statistical analysis

- ability to use SPSS

Course requirements - written test

- computer work (SPSS)

Literature

Field, A. (2013). Discovering statistics using IBM SPSS statistics (4^th edition). Los Angeles, CA: Sage.

Leary, M. R. (2011). Introduction to behavioral research methods (6^th edition). Upper Saddle River, NJ:

Pearson Education.

Moore, D. S., McCabe, G. P., & Craig, B. (2014). Introduction to the practice of statistics (8th revised edition). New York, NY: Freeman.

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Qualitative and mixed method research

The course aims at supporting doctoral students to understand the advantages and the limitations of qualitative and mixed research design in the field of teacher education, to identify themselves as qualitative researchers and to develop an own qualitative research strategy in the framework of their doctoral studies.

Topics

 Qualitative research approaches in the field of teacher education: interpretative approach (e.g. narrative approach, phenomenology), practitioner research (e.g. self-study, teacher research), mixed approach

 The role of qualitative methodology in teacher education

 The role of qualitative methods in the research design and process

 Qualitative methods and tools

 The doctoral student as a qualitative researcher

 knowledge of different paradigms in teacher research

 ability to choose relevant methods to their own research

 commitment to be aware of the importance of designing relevant methodologies for their research

 analyze a research paper from the aspects of qualitative methodology and present it to the seminar group

 develop a qualitative research framework or tool in relation to the student’s own doctoral study

Literature

Borko, H. – Whitcomb, J. A. – Byrnes, K. (2008): Genres of research in Teacher Education. In:

Cochran-Smith, M. – Feiman-Nemser, S. - McIntyre, D. J. (eds.): Handbook of Research on Teacher Education, Routledge – Taylor & Francis Group, Association of Teacher Educators, New York, London, Third edition, 1017-1049.

Cochran-Smith, M. – Fries, K. (2008): Research on teacher education. Changing times, changing paradigms. In: Cochran-Smith, M. – Feiman-Nemser, S. - McIntyre, D. J. (eds.): Handbook of Research on Teacher Education, Routledge – Taylor & Francis Group, Association of Teacher Educators, New York, London, Third edition, 1050-1093.

Creswell, J. W. (1994): Research Design. Qualitative and Quantitative Approaches. SAGE Publication, Thousand Oaks, London, New Delhi.

Guba, E. G. – Lincoln, Y. S. (2005, eds.): Handbook of Qualitative Research, Sage Publication, Third Edition.

Tashakkori, A. – Teddlie, C. (2010): Handbook of Mixed Methods in Social and Behavioral Research, Second Edition, SAGE Publication.

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Classroom research

The course aims at helping students understand the nature of classroom research, and especially the methodology of ethnographic inquiry. It introduces students into the theoretical, epistemological implications of ethnography and into the methods of fieldwork.

Topics

- classroom as field and educational space - cultural anthropology of the classroom

- (ethnographic) classroom research paradigms and epistemologies

- ethnographic research, ethnographic methods: fieldwork, field notes, ethical issues

- knowledge about the different methods of classroom research - knowledge about the tradition of educational ethnography

- ability to evaluate ethnographic studies according to the criteria of the different paradigms - basic skills for pursuing fieldwork (observation, writing field-notes)

- thorough reading of literature about classroom research and ethnographic studies - written evaluation of some chosen classroom ethnographies

- documentation of some preliminary classroom observation practice

Literature

Cross, P. K. & Steadman, M. H. (1996): Classroom Research: Implementing the Scholarship of Teaching. Jossey-Bass, San Francisco.

Hammersly, M. (2007): Ethnography. Principles and Practice. Routledge, New York.

Zou, Y. & Trueba E. H. (eds.)(2002): Ethnography and Schools. Qualitative Approaches to the Study of Education. Rowman and Littlefield, Oxford.

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How to write and publish a research paper in English?

Aims

The course intends to aid PhD students in mastering the skills necessary for getting their work published.

Topics

- what scientific writing is

- the characteristics and the critical evaluation of research papers - preparing a manuscript for submission

- the publication process

Requirements

Students are required to do home reading and attend classes on a regular basis, present their research, and give feedback on their peers’ work.

Literature

Curry, M. J., & Lillis, T. (2004). Multilingual scholars and the imperative to publish in English:

Negotiating

interests, demands and rewards. TESOL Quarterly, 38(4), 663-688.

Day, R. A., & Gastel, B. (2006). How to write and publish a scientific paper. Cambridge:

CambridgeUniversity Press.

Flowerdew, J. (2000). Discourse community, legitimate peripheral participation, and the nonnative- Englishspeaking

scholar. TESOL Quarterly, 34(1), 127-150.

Holliday, A. H. (2002). Doing and writing qualitative research London: Sage.

Mackey, A., & Gass, S. M. (2005). Second language research: methodology and design. Mahwah NJ.

Lawrence Erlbaum.

Publication Manual of the American Psychological Association (4th ed.). (1998). Washington, DC:

American

Psychological Association.

Swales, J. M., & Feak, Ch. B. (1994). Academic writing for graduate students. Ann Arbor: The University of Michigan Press.

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Professional learning and supporting reflective professionals

Aims

The course helps doctoral students to understand the main trends in learning sciences and to analyze the various learning possibilities of professionals, especially of teachers. The course also aims at discussing innovative practices of supporting professionals’ learning.

 Knowledge about the nature of learning and facilitating learning in higher education and in the work place

 Knowledge about the nature of the work of teachers

 Comprehension of principles specific to professional learning and development of the capacity of carrying them out

 Ability to identify controversial issues, mixed results and different priorities within the research field of teacher education

 Commitment to a learner-centred approach

Main topics

 Constructivist and socio-constructivist theories of learning

 Reflection in and on learning, beliefs about learning

 Models of work-based learning

 Professional learning communities

Requirements

Developing an analyzing tool for the doctoral students’ case studies.

Conducting a case study in which the professional learning is analyzed in different contexts, and the similarities and differences of professional learning are identified in the two chosen contexts. The following types of contexts are recommended from which the doctoral student can choose one:

 Teachers’ and student teachers’ professional learning during practice

 Teachers’ and teacher educators’ professional learning during work

 Professionals’ learning in different professions

 Professionals’ learning in different institutional contexts

 Professionals’ learning in different educational cultures or national contexts

Literature

Caena, F. (2011): Professional Development of Teachers. Literature review. Quality in Teachers’

continuing professional development. European Commission. Directorate-General for Education and Culture.

Cochran-Smith, M. – Feiman-Nemser, S. - McIntyre, D. J. (2008, eds.): Handbook of Research on Teacher Education, Routledge – Taylor & Francis Group, Association of Teacher Educators, New York, London, Third edition.

OECD (2014): New Insights from TALIS 2013. Teaching and Learning in Primary and Upper Secondary

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Sawyer, R. K. (2006, ed.): The Cambridge Handbook of Learning Sciences, University Press, Cambridge.

Schön, D. (1983). The reflective practitioner - how professionals think in action. Basic Books.

Stoll, L. – Bolam, R. – McMahon, A. – Wallace, M. – Thomas, S. (2006): Professional Learning Communities: A Review of the Literature, Journal of Educational Change, 7: 221–258.

Tynjälä, P. (2008): Perspectives into Learning at the Workplace, Educational Research Review, 2: 130- 154.

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Comparative trends in teacher education worldwide

The aim of the course is to draw the PhD. students’ attention to the fact that because of many aspects of the globalized world, globalized economy and education there is a greater and greater demand to know more about the inter- and supranational trends and practices of teacher education.

Because of this demand, international and comparative aspects and methods of educational research in this area are highly appreciated both in quantitative and qualitative approaches.

Topics

- the roots of comparative education research in Europe - early comparative researches on teacher education

- traditional and new methods in comparative international research on teacher education - national and international research organizations’ efforts to unfold the most important

aspects of the international trends of teacher education

- influential researches on the international landscape of teacher education in the last decades

- important results of these researches.

- knowledge of background information necessary to understand teacher education worldwide

- ability to apply comparative aspects of teacher education - ability to interpret diverse systems of teacher education

- reading and unfolding a wide selection of the literature of the topic - giving individual and group presentations of the topic

- activity during the course

- a 10 page long essay on the topic.

Basic literature

- Adamson, B. International comparative studies in teaching and teacher education.

Teaching and Teacher Education, 28(2012), 641-648.

- Alexander, R., Broadfoot, P., & Phillips, D. (Eds.). (1999). Learning from comparing: New directions in comparative educational research. Oxford, UK: Symposium Books.

- An International Comparative Study on Policies for Teacher Training through Distance

Education in Rural Areas in Develop.

http://www.inruled.org/en/research/programmes/a25859.html

- Bray, M., Adamson, B., & Mason, M. (Eds.). (2007a). Comparative education research approaches and methods. Hong Kong & Dordrecht, Netherlands: Comparative Education Research Centre & Springer.

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Teacher professionalism

Aim:

The course aims at helping students to understand the changing role of teachers in the society and its consequences to the field of teacher education.

Topics:

 Changing role of teachers

 Teachers’ continuous professional development

 Role of teachers’ autonomy and accountability

 Professionalism, teacher efficacy, and standards-based education

 Teacher as reflective practitioner

 knowledge of recent issues of teacher professionalism based on the latest literature

 ability to analyze and interpret diverse approaches to the teaching profession

 ability to reflect upon research on teacher professionalism

Course requirements:

 Individual presentation

 an 8-10 page literature review focused on teacher professionalism

 2 written evaluation of literature review in a workshop (peer evaluation)

Recommended literature:

Hattie, J. A. C. (2010). Visible learning: a synthesis of over 800 meta-analyses relating to achievement (Reprinted). London: Routledge.

Newby, M (2006): Standards and Professionalism: Peace Talks? Townsend, T. (ed.). (2007). Handbook of teacher education: globalization, standards and professionalism in times of change.

Dordrecht: Springer. 113-126.

OECD (2010): Innovative Workplaces: Making Better Use of Skills within Organizations. OECD Publishing

Webb, R., Vulliamy, G., Hamalainen, S., Sarja, A., Kmonen, E. & Nevalainen, R. (2004) A comparative analysis of primary teacher professionalism in England and Finland. Comparative Education 40 (1) 83-107

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Teacher education planning

Aim

This course aims at supporting students in gaining a broader perspective on the role of planning in teacher education.

Topics

 Extended notion of teacher professionalism, European policy in the field of teacher education and their consequences on curriculum

 Planning in Higher Education: integrated approach to the design of programmes

 Context for levels, learning outcomes and assessment criteria: overview of curriculum design

 Research-informed teacher education

 Notion of content of teacher education

 Teachers’ competences and Continuous Professional Development

 knowledge of programme designing

 knowledge of programme designing in higher education, in teacher education

 ability to analyze and reflect upon the relevant literature

 ability to employ notions and practices in planning programs for teacher education

Course requirement

 Individual presentation

 an 8-10 page comparative analysis of two teacher education programmes of different countries

 2 written evaluation of comparative analysis in a workshop (peer evaluation)

Biggs, J., Tang, C. (2007): Teaching for Quality Learning at University, The Society for Research into Higher Education. Open University Press, New York

Caena, F. (2011). Literature review-Teachers‟ core competences: requirements and development.

European Comission. Elérés forrás https://wb-pet-

ministerial.teamwork.fr/docs/Literature_review_Teacher_core_competences.pdf

Cynthia Coburn, & Stein, M. (2006). Community of Practice Theory and the Role of Teacher Professional Community. In Directions in Education Policy Implementation Meredith E. Honig (o. 25–46). Albany: State University of New York Press. Elérés forrás https://books.google.hu/books?hl=hu&lr=&id=2Zict_CiRUIC&oi=fnd&pg=PA25&dq=coburn+t eacher+learning&ots=EQ_pB-

hwKb&sig=Wl22p48OxS8_JN6W6pBoZp7XdT8&redir_esc=y#v=onepage&q=coburn%20teach er%20learning&f=false

European Commission. (2006). The extent and impact of higher education curricular reform across Europe - Final report to the Directorate-General for Education and Culture of the European

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Hénard, F., Roseveare, D. (2012): Fostering Quality Teaching in Higher Education: Policies and Practicies. OECD IMHE

Hueber, T. (2009). The Continuum of Teacher Learning. Educational Leadership, 66(2), 88–91.

Menter, I, Elliot D. Lewin, J.. (2010). Literature Review on Teacher Education in the 21st Century.

Glasgow: University Of Glasgow.

Knight, P. (2001). Complexity and Curriculum: A process approach to curriculum-making. Teaching in Higher Education, 6(3), 369–381.

Moon, J, (2002). The Module and Programme Development Handbook. London: Routledge Falmer.

Schleicher, A. (ed.) (2012). Preparing Teachers and Developing School Leaders for the 21st Century:

Lessons from around the Word. OECD Publishing. http://dx.doi.org/10.1787/9789264xxxxxx- en

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European Teacher Education Systems

Aims

The course aims to support doctoral students in understanding the context of and main trends in teacher education systems in Europe at the level of policy discourse and also at the level of country practices.

 Understanding of the basic concepts underlying modern teacher education systems.

 Knowledge about the policy context of education and teacher education in Europe.

 Knowledge about country specific system characteristics, the wide range of national arrangements in Europe.

 Knowledge about the sources of information available on teacher educational systems.

 Development of the ability to think in terms of national and European scale systems and be able to distinguish between particular national practices and system level arrangements.

 Strengthening the ability to discuss system level characteristics without detailing particular national practices.

 Commitment to an international and European approach in teacher education.

Main topics

 The context of European teacher policies

 The context of the continuum of teacher professional development

 Initial teacher education in Europe

 Induction of novice teachers in Europe

 Continuous professional development of teachers in Europe

 Shared European goals in teacher education

 Reflections on national systems of teacher education

Requirements

Writing a reflective essay on a chosen teacher education system in Europe, including

 the description of the European and national contexts of teacher education,

 the description of the chosen national system characteristics (system description)

 and providing a personal analysis of the system and suggestions for ways forward in system level development.

Literature

Council of the European Union (2007): Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council of 15 November 2007, on improving the quality of teacher education. Council of the European Union. (2007/C 300/07) http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2007:300:0006:0009:EN:PDF

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Council of the European Union (2008): Council Conclusions on preparing young people for the 21st century: an agenda for European cooperation on schools. Council of the European Union http://www.consilium.europa.eu/uedocs/cms_Data/docs/pressdata/en/educ/104238.pdf

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