TEPE Conference 2024

20-22 March 2023, Aix Marseille University

Topic: “Innovation in teacher education: Sustainable change & evaluating impact at macro, meso and micro level”

Deadline für die Einreichung von Abstracts: 04.12.2023

Webseite: tepe2024.sciencesconf.org

ATEE Spring Conference 2024

May 29th - June 1st 2024, University of Bergamo

Topic: "Teacher education research in Europe: trends, challenges, practices and perspectives"

Deadline für die Einreichung von Abstracts: 25.01.2024

Webseite: ateespring2024.unibg.it/home

• International vergleichende Bildungsforschung
• Europäische LehrerInnenbildungspolitik
• Internationalisierung der LehrerInnenbildung
• LehrerInnenbildungsforschung
• Professionalisierung von Lehrkräften
• Status der Lehrberuf in der Gesellschaft
• Lehrerkompetenzen
  
• Vignetten- und Anekdotenforschung zur Untersuchung schulischer Erfahrungen lernseits von Unterricht

Ich kann Bachelor- und Masterarbeiten zu Themen betreuen, die sich mit einem der oben genannten Bereiche befassen. 

Laufende Drittmittelprojekte

"Equity and Diversity in Teacher Educator Professional Development (ED-TED)" (2023-2026)

Projektkoordinator: Pädagogische Hochschule Freiburg

Projektmitglieder: Prof. Dr. Vasileios Symeonidis (Leitung), Prof. Dr. Andreas Köpfer (Vertretung), Dr. Patrick Blumschein, Alina Boutiuc Kaiser

Förderung: Erasmus+ KA2 Cooperation Partnerships

Laufzeit: 09/2023 - 08/2026

Webseite: info-ted.eu

Fokus: Das übergeordnete Ziel des Erasmus+ Projekts besteht darin, ein europäisches professionelles Netzwerk und Communities von LehrerbildnerInnen einzurichten, um die berufliche Entwicklung der LehrerbildnerInnen (virtuell und persönlich) zu unterstützen, damit sie über die erforderlichen Kenntnisse, Fähigkeiten und Einstellungen (d. h. Kompetenzen) verfügen, um Fragen der Chancengleichheit und Diversität in der Lehramtsausbildung zu erörtern. Um dieses Ziel zu erreichen, wollen wir (1) die derzeitigen Praktiken von LehrerbildnerInnen in Bezug auf die Förderung von Chancengleichheit und Diversität untersuchen, (2) formelle und informelle Infrastrukturen identifizieren und untersuchen, die die beruflichen Entwicklungsbedürfnisse von LehrerbildnerInnen in Bezug auf Chancengleichheit und Diversität fördern, und (3) potenzielle Infrastrukturen, die die beruflichen Entwicklungsbedürfnisse von LehrerbildnerInnen in Bezug auf Chancengleichheit und Diversität adressieren, erforschen, informieren und mit bildungspolitischen Verantwortlichen und Interessengruppen zusammenarbeiten. Das Konsortium besteht aus 8 Hochschulinstitutionen und 3 assoziierten Partnerorganisationen, die politische Entscheidungsträger und Verbände von Lehrkräften vertreten.

"The Bridge Project" (2023-2025)

Projektkoordinator: Vytautas Magnus University

Projektmitglieder an der PH Freiburg: Prof. Dr. Vasileios Symeonidis (Leitung), Dr. Claudia Ingrisch Rupp

Förderung: Erasmus+ KA2 Cooperation Partnerships

Laufzeit: 09/2023 - 08/2025

The BRiDGE project supports the European Union aim to bridge the gap between research and policy. To be effective, education policy research and development needs to be supported by collaboration and critical reflection. The project will address existing gaps between the knowledge and expertise of Higher Education institution-based researchers, practitioners in civil society organisations, and policy-makers, that prevent the effective connection of evidence with policymaking. The project will develop a collaborative pan-European professional learning community to support development of competences for policy research. It will use the Joint Research Centre’s (JRC) Science for Policy Competence Framework as a foundation for piloting stakeholder seminars and a bespoke training programme for Early Career Researchers in five European HE institutions. It will also develop online publications targeted to all three parts of the research-civic-policy knowledge triangle. The project will contribute to more active civic engagement in education policy by supporting collaboration between and among different stakeholder groups. It will build their capacity to critically reflect on, interpret and contribute to education policy research. In addition, with its focus on Early Career Researchers, the project is promoting Higher Education international connectivity and future capacity for innovative, high-quality research.

"Virtual Collaboration in European Teacher Education" (2023)

Projektstandort: Pädagogische Hochschule Freiburg

Projektmitglieder: Prof. Dr. Vasileios Symeonidis (Leitung), Jens Alber

Förderung: Bundesministerium für Bildung und Forschung (BMBF)

Laufzeit: 04/2023 - 12/2023

Webseite: www.ph-freiburg.de/ew/institut/abteilung-bildungsforschung-und-schulpaedagogik/projekte/virtual-collaboration-in-european-teacher-education.html

Im Rahmen des Projekts „Virtual Collaboration in European Teacher Education“ tauschen sich angehende LehrerInnen der PH Freiburg und der Aix Marseille Université in Frankreich in Virtual-Exchange-Formaten über ihre Erfahrungen mit den Bildungssystemen ihrer Länder aus. Dadurch wird das Bewusstsein der Studierenden für Ihre Rolle als European Teacher geschärft. Basierend auf einer Kursevaluation sollen die VE-Formate weiterentwickelt und in die Kurse und Studienordnungen der Partnerhochschulen integriert werden. Dazu findet im Anschluss an die Entwicklung und die Durchführung des VE ein Workshop für die Lehrerbildner statt. Um den Studierenden eine Plattform zum Erfahrungsaustausch zu bieten, soll ein Online-VE-Alumni-Netzwerk erstellt werden. Dies ermöglicht es den Partnerhochschulen, aktive Mitglieder internationaler VE-Netzwerke zu werden und so die Entwicklung des VE in der europäischen LehrerInnenbildung voranzutreiben.

Monographs or edited books with academic presses

• Symeonidis, V. (Ed.) (forthcoming). Enhancing the value of teacher education research: Implications for policy and practice. TEPE Book Series, Key Issues in Teacher Education: Policy, Research and Practice, Vol. 3. Brill-Sense.

• Papadopoulou, V., Symeonidis, V., & Thoidis, I. (2023). Η βινιέτα ως άσκηση αντίληψης: Μια προσέγγιση για την επαγγελματοποίηση της παιδαγωγικής δράσης (The vignette as an excercise in perception: On the professionalisation of educational practices). Greek translation. Verglag Barbara Budrich. doi.org/10.3224/84742715

• Symeonidis, V. (2021). Europeanisation in teacher education. A comparative case study of teacher education policies and practices. Oxon, New York: Routledge. doi.org/10.4324/9781003013969

• Symeonidis, V., & Schwarz, J. F. (Eds.). (2021). Erfahrungen verstehen – (Nicht-)Verstehen erfahren. Potential und Grenzen der Vignetten- und Anekdotenforschung in Annäherung an das Phänomen Verstehen. Innsbruck, Wien: Studienverlag. ISBN 978-3-7065-6045-0.

• Symeonidis, V. (2015). The status of teachers and the teaching profession: A study of education unions’ perspectives. Brussels: Education International. Available at: www.ei-ie.org/en/item/25775:the-status-of-teachers-and-the-teaching-profession 

Articles in peer-reviewed and indexed journals

• Symeonidis, V., & Impedovo, M. A. (2023). Where internationalisation and digitalisation intersect: designing a virtual exchange to enhance student teachers’ professional awareness as European teachers. European Journal of Teacher Education,  doi.org/10.1080/02619768.2023.2243644

• Symeonidis, V., Haas, E., & Schneider, K. (2023). Personal, social and professional support for newly qualified teachers: Teacher induction in Austria. Teaching and Teacher Education, Vol. 121.  doi.org/10.1016/j.tate.2022.103916

• Haas, E., Schneider, K., Symeonidis, V., Drenowatz, C., & Greier, K. (2023). Early Career Teachers with Mentoring during the Induction Phase: Assessments of the Mentoring Relationship and Design of the Mentoring Process. European Journal of Education and Pedagogy, 4(3), 48–52. doi.org/10.24018/ejedu.2023.4.3.660

• Symeonidis, V., Franscesconi, D., & Agostini, E. (2021). The EU’s Education Policy Response to the Covid-19 Pandemic: A Discourse and Content Analysis. Center for Educational Policy Studies Journal, Vol 11, No Sp. Issue, pp. 89-115. doi.org/10.26529/cepsj.1137

• Francesconi, D., Symeonidis, V., & Agostini, E. (2021). FridaysForFuture as an Enactive Network. Collective Agency for the Transition Towards Sustainable Development. Frontiers in Education. doi.org/10.3389/feduc.2021.636067

• Haas, E., Schneider, K., & Symeonidis, V. (2021). Curriculum und Analyse begleitender Lehrveranstaltungen zur Induktionsphase im Bundesland Tirol. Forschungsperspektiven, Vol. 13, pp. 65-82. Wien: LIT Verlag. Available at: www.lit-verlag.de/media/pdf/4d/ab/7b/9783643510440.pdf 

• Kotthoff, H.-G., & Symeonidis, V. (2021). Governing European Teacher Education: How great expectations in Brussels are ‘glocalised’ within Germany. Comparative and International Education Review, Vol. 26, pp. 5-29. cier.edu.gr/en/governing-european-teacher-educationhow-great-expectations-in-brussels-are-glocalised-within-germany-2/ 

• Symeonidis, V., & Stromquist, N. P. (2020). Teacher status and the role of teacher unions in the context of new professionalism. Studia Paedagogica, Vol. 25, No. 2, pp. 23-45. doi.org/10.5817/SP2020-2-2

• Symeonidis, V. & Papadopoulou, V. (2020). I mathisi os empeiria: Mia fainomenologiki proseggisi stin ekpaideutiki ereuna me ti xrisi vignettwn [Learning as experience: A phenomenological approach to educational research through vignettes]. Educational Review, Vol. 37, No. 70, pp. 143-158. ojs.lib.uom.gr/index.php/paidagogiki/article/view/9690

• Symeonidis, V. (2020). I ekpaideusi tou pagkosmiou politi: Antilipseis ekpaideutikon kai mathiton/trion se Ellada kai Souidia [Global citizenship education: Teachers’ and students’ concepts of global citizenship in Greece and Sweden]. Comparative and International Education Review, Vol. 25, pp. 113-142. cier.edu.gr/h-εκπαίδευση-του-παγκόσμιου-πολίτη-αντ/  

• Christof, E., Obex, T., Pham, R., Schauer, G., Schratz, M. & Symeonidis, V. (2020). Professionsspezifische Haltungen in der Lehrer*innenbildung. Was zeigt sich in der Ausbildung? Journal für LehrerInnenbildung, Vol. 20, No. 2, pp. 52-65. doi.org/10.35468/jlb-02-2020_04 

• Symeonidis, V. (2019). Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning. European Journal of Education, Vol. 53, No. 3 pp. 400-412. doi.org/10.1111/ejed.12347

• Symeonidis, V. (2019). Europäische Entwicklungen in der Lehrerinnen- und Lehrerbildung: der systemische Wandel in Österreich am Beispiel des Entwicklungsverbunds West. Forschungsperspektiven, Band 11, pp. 13-36. Wien: LIT Verlag. Available at: media.obvsg.at/AC15531545-2001

• Symeonidis, V. (2018). The struggle to reform teacher education in Austria. Hungarian Educational Research Journal, Vol 8, No 3, pp. 73-88. Available at: herj.lib.unideb.hu/file/3/5bf40b6d825b6/szerzo/HERJ_2018_3_6.pdf

• Symeonidis, V. (2018). Revisiting the European Teacher Education Area: The Transformation of Teacher Education Policies and Practices in Europe. Center for Educational Policy Studies Journal, Vol 8, No 3, pp. 13-34. doi.org/10.26529/cepsj.509

• Symeonidis, V. (2017). Weaving the threads of a continuum: Teacher education in Hungary from the perspective of European developments. Studia Paedagogica, Vol 22, No 4, pp. 131-149. doi.org/10.5817/SP2017-4-7

• Symeonidis, V., & Schwarz, J. F. (2016). Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology: the recent curriculum reform in Finland. Forum Oswiatowe, 28(2), pp. 31 - 47. Available at: forumoswiatowe.pl/index.php/czasopismo/article/view/458

• Symeonidis, V. (2014). Learning in the Free Market. A Critical Study of Neoliberal Influences on Sweden’s Education System. International Journal of Educational Policies, Vol. 8, No. 1, pp. 25-39. ISSN: 1307-3842. Available at: ijep.icpres.org/2014/issue1/vol8n1symeonidis.pdf

• Symeonidis, V. (2012). Didaskontas istoria sta scholeia tis Finlandias (Teaching history in Finnish schools). Nea Paideia, Vol. 142, pp. 54-59. Athens: Patakis Publishers.

Edited issues in journals

• Symeonidis, V., & Impedovo, M. (Eds.) (forthcoming). Teacher Education in the Nexus Between Digital Transformation and Internationalisation. Center for Educational Policy Studies Journal, Vol 15, No 1. www.cepsj.si/index.php/cepsj/announcement/view/24  

• Symeonidis, V., Fredriksson, U., & Gougoulakis, P. (Eds.) (2020). Editorial: The research work of Greek postgraduate students in International and Comparative Education at Stockholm University. Comparative and International Education Review, Vol. 25, pp. 2-6. cier.edu.gr/wp-content/uploads/t-25.pdf

• Schratz, M., & Symeonidis, V. (2018). Editorial: Transnational Perspectives of Transformative Teacher Learning in an Emerging Europe. Center for Educational Policy Studies Journal, Vol 8, No 3, pp. 7-12. DOI: doi.org/10.26529/cepsj.593

Book chapters

• Symeonidis, V., & Wendt, H. (2023). Teacher education for diversity and inclusion in Austria: Ambitious policies and disconcerting practices. In: Wang, Y., Halász, G., Guberman, A., Baghdady, A., Mcdossi, O., & Wang, T. (Eds.) Research, Policymaking, and Innovation - Teacher and Education Development in Belt and Road Countries. Springer Nature Singapore.

• Symeonidis, V., Senger, F., Wendt, H., Zedan, A, Salim Dawood, S., & Jabrail, F. (2023). Teacher education in conflict-affected societies The case of Mosul University after the demise of the Islamic State. In: Madalińska-Michalak, J. (Eds.) Quality in Teaching and Teacher Education. International Perspectives from a Changing World (pp. 203-228). Brill. doi.org/10.1163/9789004536609_011

• Symeonidis, V., & Eloff, I. (2023). Addressing teacher shortages to achieve inclusive and equitable education for all: Policies and strategies for the supply-and-demand of qualified teachers in Austria and South Africa. In: Hummel, S., Assinger, P., Bauer, C., Brudermann, T., Jany, A., Jury, M., Rauter, R., & van Poppel, M. (Eds.), Shaping Tomorrow Today – SDGs from multiple perspectives (pp. 160-187). Lernweltforschung, Vol. 39. VS Springer Verlag.

• Symeonidis, V., & Kovacs, H. (2022). The career paths of early-stage researchers in the case of the European Doctorate in Teacher Education. In: Keresni az újat szüntelen…Tanulmánykötet Halász Gábor tiszteletére. In: Rónay, Z., Fazekas, A., Horváth, L., Kálmán, O. (Eds.), (pp. 454-467). L’Harmattan Kiadó.

• Symeonidis, V., & Schratz, M. (2022). The transformative potential of doctoral networks in teacher education: A European perspective. In: Klemenčič, M. (Eds.), From actors to reforms in European Higher Education (pp. 271-284). Higher Education Dynamics, Vol. 58. Springer, Cham. link.springer.com/chapter/10.1007/978-3-031-09400-2_19  

• Agostini, E., & Symeonidis, V. (2022). “Beyond the reach of teaching” – Differentiating the role of phenomenologically oriented vignettes in learning and teaching from phenomenon-based learning. In J. G. Wissema & M. A. Yülek (Eds.), Towards Third Generation Learning and Teaching. Contours of The New Learning. London: Anthem Press.

• Papadopoulou, V., & Symeonidis, V. (2021). Kritische Ereignisse in Schulpraktika: Über die Anstrengung, pädagogische und didaktische Dimensionen im Schulkontext zu verstehen. In: Symeonidis, V. & Schwarz, J. F. (Eds.) Erfahrungen verstehen – (Nicht-)Verstehen erfahren. Potential und Grenzen der Vignetten- und Anekdotenforschung in Annäherung an das Phänomen Verstehen, pp. 183-202. Innsbruck, Wien: Studienverlag.

• Symeonidis, V. (2020). Tracing the value of teacher education in EU teacher-related policies. In: Smith, K. (Eds.), Validity and Value of Teacher Education Research (pp. 291-311). Bergen: Fagbokforlaget.

• Symeonidis, V., & Schratz, M. (2019). Die Reform der LehrerInnenbildung in Österreich: Einblicke von außen und Ausblicke nach innen. In: Braunsteiner, M. L. & Spiel, C. (Eds.), PädagogInnenbildung Festschrift für Andreas Schnider (pp. 426-438). Heiligenkreuz im Wienerwald: Be & Be Verlag.

• Symeonidis, V. & Gajewska-Dyszkiewicz, A. (2017). Revealing The Hidden Profession? Recent Developments to Support Teacher Educators in Europe – The Cases of Hungary and Poland. In: Rasinski, L., Toth, T., Wagner, J. (Eds.) European Perspectives in Transformative Education. Wroclaw: University of Lower Silesia Press, pp. 144 - 167. Available at: hdl.handle.net/11479/295

• Symeonidis, V., Hay, S., Vasileiou, K., Psallida, A., Karabasis, N., & Parasidou, E. (2016). The Future Schools Project: An educational initiative to raise students’ voice. In: Montgomery, A., & Kehoe, I. (Eds.) Reimagining the Purpose of Schools and Educational Organisations, Part II, pp. 35-48. London: Springer. DOI: doi.org/10.1007/978-3-319-24699-4_4

Policy reports and other academic publications

• Symeonidis, V. (2015). Using apprenticeships and work placements to support faster labour market integration of adult asylum seekers and refugees. DLE/RB(2015)03033. Cedefop. Available at: www.cedefop.europa.eu/files/apprsmes_summary_satellite_roundtable_migration.pdf

• Symeonidis V. (2015). Towards Global Citizenship Education. A comparative case study of primary school policy and practice between Greece and Sweden. Master’s Degree in International and Comparative Education, No. 36. Institute of International Education: Stockholm University. Available at: www.diva-portal.org/smash/record.jsf

Book reviews 

• Symeonidis, Vasileios (2019). Rezension von: Lernseits denken - erfolgreich unterrichten: Personalisiertes Lehren und Lernen in der Schule. In: LehrerIn und Gesellschaft of 2019-09-01.

• Lembacher, L.M., & Symeonidis, V. (2022) Rezension von: Mattheis, Carmen: Menschen im Gespräch, Lehrerfortbildung im europäischen Kontext. In: Erziehungswissenschaftliche Revue (EWR) 21, Nr. 1. Hohengehren: Schneider Verlag 2021. www.klinkhardt.de/ewr/978383402106.html

International cooperation

• Board member of the Teacher Education Policy in Europe (TEPE) Network.

• Council member of the International Forum for Teacher Educator Development (InFo-TED).

• Member in the NW 01 Project: Ecologies of Teacher Induction and Mentoring in Europe (TIME), under the EERA Network 1 (Professional Learning and Development).

• Alumni of the European Doctorate in Teacher Education (EDiTE).

Editorial and peer-review activities

• Editorial board member for the European Journal of Teacher Education, the official journal of ATEE, published by Taylor & Francis.

• Editorial board member for the Center for Educational Policy Studies Journal (CEPS-J) published by the University of Ljubljana.

• Editorial board member for the TEPE Book Series Key Issues in Teacher Education: Policy, Research and Practice published by Brill.

• Reviewed articles for the international journals: European Journal of Education, European Education Research Journal, European Journal of Teacher Education, Teaching and Teacher Education, Journal of Teacher Education, Tertium Comparationis, Studia Paedagogica, Frontiers in Education.

Memberships

• Member of the Austrian Association for Research and Development in Education (ÖFEB).

• Member of the German Educational Research Association (DGfE).

• Member of the Comparative Education Society in Europe (CESE).

• Member of the European Association for Research on Learning and Instruction (EARLI).

University functions

• Leader of the Department for Education Research and School Pedagogy, together with Dr. Patrick Blumschein