The Spring Conference is an annual forum of knowledge sharing for practitioners and researchers in teacher education. It is organised by institutional members of the Association.
- May 25, 2022
- May 20, 2020
- June 7, 2019
- June 9, 2018
- May 12, 2017
- May 26, 2016
- May 8, 2015
- July 5, 2014
- May 10, 2013
- May 3, 2012
- May 5, 2011
Teacher Education and Practice: Foresight and Hindsight
Dublin, Ireland, 25-27 May 2022
The focus of the conference will be on the relationship between teacher education and practice. This applies to both the practice of teacher education and the practice of teaching tapping into lessons that can be learned from each to inform the other. The term practice is also a rich one that can be interpreted in multiple ways (Lampert, 2010).
Sub themes will allow the conference to explore other pertinent topics in teacher education such as the relationships between disciplines (philosophy, sociology, history, psychology and anthropology) and the practice of teacher education. The implications of teachers moving across national borders has implications for their preparation and subsequent employment; this is a second proposed sub-theme. The “End” of teacher education plays on both meanings of the word “end” in that it refers to the goal/purpose/meaning of teacher education and it also questions the extent to which university-based teacher education continues to be relevant in a context where alternative routes based around apprenticeships are emerging. Finally, the voice of teacher education in the conventional and emerging media is proposed as a sub-theme for the conference. In light of the United Nations Sustainable Development Goals, especially Goal 4, which is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, papers on the topic of Sustainability and Teacher Education are welcomed.
More information here:
Deadline call for papers: 25 February 2022
Education Disciplines and Practice
Migrant Teachers and Teaching without borders
The End of Teacher Education?
Teacher Education and Media
Sustainability and Teacher Education
Social Justice, Media and Technology in Teacher Education
Florence, Italy, the conference will be held online on 28-29 October 2021
The Conference will focus on the new challenges and growing demands on education system committed to addressing all forms of disparities in access, participation and learning outcomes, social exclusion and discrimination. A critical approach to the understanding of the implications of technological developments for education is particularly significant in a world dominated by algorithms that are increasingly regulating the extent to which people do or do not participate in the social life. The central focus of this conference is the relevance of these critical perspectives and approaches in the field of teacher education’s research and practice.
The main theme of the Conference will take a critical perspective on the role of digital technology and media in teacher education by framing the relationship between technology/media and education in the light of the ever-increasing social inequalities.
Teaching critical media/digital literacy in multicultural societies.
Decommodifying teacher (digital) education
Digital technology and equity for inclusive teaching
More information coming soon
To submit an abstract https://www.ateespring2020.education/abstracts/
- Abstract submission deadline: 29 May 2021
- Notification of Acceptance/Rejection: 30 June 2021
- Final Paper Submission Deadline: 31 January 2022
The 2019 ATEE Winter Conference focuses on innovation, technologies and research in education. It will be organised by the University of Latvia in Riga.
We invite teachers representing different fields and stages of education – preschool, school, higher education institutions, research institutions, parents and other stakeholders who want to discuss, who want to learn and offer their ideas to participate in the conference.
Smart pedagogy of technology-enhanced learning
Digital Learning Materials, educational technologies, technological solutions for knowledge
Social media in the learning process
Development of media competency and aspects of Cybersecurity of Technology Enhanced Learning
Innovative solutions of transformative education
Challenges of teachers’ education
Subject oriented or competency oriented approach?
Abstracts should be sent by email. The abstract should be no more than 400 words and clearly structured, indicating the theoretical framework, the research/study design, the methods or instruments, the description of the experience, etc. to the email address [email protected] no later than 30 April 2019.
Please include 3 – 5 key words. The submitted contributions should not have been previously published nor submitted for publication in previous editions.
Information about acceptance or rejection of abstract will be sent to author by 15 May 2019.
Designing Teacher Education and Professional Development for the 21st Century: Current Trends, Challenges and Directions for the Future
Bialystok, Poland, 7-9 June 2018
The reality of teachers’ work in the 21st century is changing rapidly. Bringing technology into schools, the increasing complexity of learning and teaching in diverse classrooms, the growing societal expectations of raising students’ achievements and the need for tailoring and implementing innovative teaching practices are just some of the factors driving this change. Another important factor is a strong movement towards ‘evidence-based teaching’. In this situation, teacher education and professional development arise as a substantial means to prepare teachers to confront these and other challenges to the teaching profession. Thus, it is particularly important to (re)design teacher education and professional development in accordance with current as well as future circumstances.
- What kind of teacher education and professional development do contemporary teachers need?
- What is the impact of teacher education and professional development on teaching practices, teacher quality and student learning outcomes?
- What are the trends in law and education that make effective collaboration increasingly necessary?
- What is the place of research in teacher education and professional development?
- What competences do teacher educators need to better prepare teachers for new challenges?
We expect the ATEE Spring Conference 2018 to bring together scholars, teachers, headteachers, student teachers, education authorities, policymakers and representatives of professional teaching associations or government bodies in order to address theoretically, empirically or practically these and other issues related to contemporary teacher education and professional development.
We believe that through various types of conference meetings (plenary and parallel sessions, poster sessions, workshops, ATEE representatives’ meetings) this conference will provide a unique forum for a wide variety of stakeholders that are involved in different stages of teacher preparation and development to discuss, share and promote experiences, new ideas and suggestions for their further application, and to establish partnerships for future research cooperation.
Enhancing the quality of teacher training and professional development
Teachers’ professional learning and teachers’ everyday work
Linking research, policy and practice in teacher education and professional development
Innovations in initial and in-service teacher education
Teacher education for diversity
Responsibilities and roles of teacher educators
The conference provided attendees with the possibility to participate in discussions on modern qualitative education, innovative ideas in pedagogy, the place and role of technologies in the educational process, and research challenges towards evaluating the impact of innovations on the development of different competences.
Innovative pedagogical methods and technologies have an immeasurable potential. They can broaden the range of methods applied in education, to promote learning and introduce changes in the pedagogical process.
Potential use of robotics in the educational process
Technology enhanced learning
(Use of) Social media in the learning process
Innovative solutions in education
Pedagogical process in pre-school, primary and secondary school, and university
Modern challenges of teachers’ education
Learning in the 21st century
The aim of the conference is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap and promote research esteem. The Conference is to focus on Health Education. Teacher education and Teachers awareness of Health as a key factor for learning and achievement in education will be dealt within four subthemes:
Health education: from school to society
Training teachers for health education
Public health and healthy living
Education in the 21st Century is being addressed in the context of life-long learning and improvements in teachers’ non-stop professional development. New paradigms, approaches, technologies and many other novelties are introduced to make teacher education more and more targeted and effective for the benefit of their learners.
More than a decade has passed of the new Century and even the Millennium. The ATEE Spring Conferences now address a 20 years’ period of this happening, dissemination of innovations and better experiences in teacher education. These are sufficient periods to stop for a while, reflect on the achievements and evaluate added values of the experiences in reaching a better quality of teacher education.
The aim of the conference is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of education. The conference is dedicated to the advancement of the theory and practices in education. It promotes collaborative excellence between both academics and professionals involved in education.
The overarching theme of the Spring conferences in Riga remains as it has been for several years “Teacher of the 21st Century: Quality education for quality teaching”. Each year the organisers ask the participants to consider more narrow problems related to teacher education and leave space for any innovative idea and its implementation.
Over the past two decades and even longer, the countries have been trying to build standards–based accountability as means of foundation for a higher–achieving education system. The Organising and Academic committees of the Spring Conference 2013 will highly appreciate the participants’ attempts to consider the quality of tertiary teacher education and teaching/learning in schools affected by constant changes.
Looking forward to the United Nations Conference on Sustainable Development Rio + 20 to be organised in 2012, we invite you to take part in the 2012 ATEE Spring University Conference “Twenty years for sustainable development: learning from each other“.
The United Nations Decade of Education for Sustainable Development (2005-2014) seeks to integrate the principles, values and practices of sustainable development into all levels of education and learning.
The 2011 ATEE Spring conference was hosted by the Vilnius Pedagogical University, Vilnius, Lithuania, from 5 to 7 May, 2011
This years Spring conference is connected to the European Year of Creativity and Innovation (2009). The aim of the conference is to analyse and discuss existing educational policies as well as current practice from the point of view of stimulating openness to change, creativity and problem-solving as competences conducive to innovation.