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Excellence of teachers?
Practice, policy, research

The quality of teachers and teacher education is at the forefront of policy and practice related discussions. Decision makers consider "Excellence" in teaching and teacher education as a critical characteristic. At the same time, they put forward new requirements, new competency frameworks, assessment criteria, quality indicators, … they require to be met. But do we need standards for excellence? Where does the urge for excellence in actual educational policy come from, what logic or agenda does it speak for and what are the consequences for how teachers/teacher educators are supposed to think about themselves?

Regulation is a commonly found concept in the fora about teacher quality and teacher education. The question is whether teachers and teacher educators have a "grounded" answer to these changing circumstances? Can we build on an evidence-base about our teacher quality, about the excellence in teacher educators, about the "quality" of our teacher education programs? Can we counter the debate about regulation of the teaching profession with ways that build on self-regulation?

"Excellence of teachers?" as the central theme of the ISATT 2013 conference builds on urgent issues that address practitioners, teacher educators and researchers. In these discussions policy makers can become a partner when we have consistent answers and pathways available. This implies that the teacher and teacher education community should address at least the question about "excellence" themselves.


Main conference topics


  • Excellence of teachers and teacher education

    Teacher education is worldwide susceptible of criticism, due to globalization, broader changes in (higher) educational policies and societal changes. What are the expectations of government, schools and society to teacher education?

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  • Professional development of teacher educators

    High quality teacher education is essentially dependent on a well-qualified, knowledgeable and skilled workforce of teacher educators. Over the past two decades, the professional group of teacher educators has developed from a rather clearly defined group of educators...

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  • Educational leadership
     

    Leadership in schools is vital for school improvement. How can principals stimulate the professional development of teachers? What is the relevance of educational leaders for professional learning communities?


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  • Teaching for 21st Century Skills
     

    The knowledge society requires that today’s children are equipped with specific skills and competences in order to participate in tomorrow’s world. These skills are commonly referred to as the 21st Century Skills and include critical thinking and problem solving, communication...

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  • Teaching methods to specific subjects

    Lecturers in teaching methods focus on different fields: they concentrate on learning objectives and skill requirements of a course, effects of didactic interventions and – especially – on the teaching itself. For that they appeal to various sciences: learning and instruction psychology, pedagogy, sociology, communication, rhetoric, etc.

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  • Teachers, culture and society
     

    In today’s culture and society, teachers are increasingly confronted with the changing conditions under which learning, information transfer and interaction happen. Both teachers and pupils are living in an uncertain world and are confronted with a plurality of languages and cultures that ask for many different roles...

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