37. Avrupa Öğretmen Eğitimi Kongresi

About ATEE Conference

The Association for Teacher Education in Europe (ATEE) is a non-profit European organisation, whose aim is to enhance the quality of Teacher Education in Europe and to support the professional development of teachers and teacher educators at all levels.

The members of the ATEE are individuals and institutions involved in the research and practice of teacher education, both within and outside higher education.
The ATEE organizes three conferences per year hosted by institutions which are members of the Association.

First of all there is the Annual conference, which takes place at the end of August. This five-days conference is a meeting place and platform for teacher educators and researches from all over the world.
The annual conference combines inspiring keynotes, a wide variety of papers on research and practice of teacher education, active working sessions organised by the Research and Development Centers in friendly, informal and lively atmosphere.
The Winter Conference has been decided by the by ATEE Administrative Council for the purpose of discussing and deepening the issues studied by the Research and Development Centres (RDCs) of the Association. Year in, year out the RDCs may widen their research by means of specific conferences open to European and Non-European experts.
The Universities in the Baltic States organize each year a Spring Conference. This two-day conference creates a lively platform for exchanging research and practice and attracts mainly teacher educators from the Nothern part of Europe.


One of the most important challenges that education systems face is developing the quality of teachers. The development of teachers as professionals has the potential to make a significant contribution to addressing the challenges that education systems face in today’s global society. However, educational policy reforms, which emphasize the quantitative measurement of knowledge in order to achieve a top place in international performance surveys can create tensions with ambitions to enable teacher professionalism.


Teachers are often seen as the architects of social and educational transformation by both the European Union and other developed countries in their education policies. There is a growing body of research that suggests that the future depends to a large extent on to the quality of education. Changes in social structures, the economic downturn, natural disasters, changing global relationships, new living habits, new forms of knowledge, new learning and teching approaches, new technology and forms of communication, greater emphasis on individualism and changes in people’s needs all increase the expectations of education. To address these expectations necessitates the development of new policies, structures and processes for teacher education. The central role of teachers must be recognised within these educational reforms. Teachers are critical to providing the differentiation needed in high quality learning and teaching approaches to meet the diverse range of expectations. Particular attention must be given within educational reforms to the importance of teacher identity and the recognition of teachers as professionals. The development of international professional learning networks to transform educational reforms into practice will also be central to meeting expectations of high quality educational outcomes for learners in a globalised world.


Increased interaction and dialogue at national and international levels about the many common challenges of teacher educaton, including teachers\’ continuing professional development, will enable theories, practices and innovative ideas to be shared about the development of teachers as professionals within educational reform processes.


A re-conceptualisation of key areas of teacher education is needed including:


Ø Teachers as professionals

Ø Professional standards of teachers

Ø Structure, content and processes of teachers’ career-long professional learning

Ø Social mission of teaching

Ø Ethical values and components of professional culture shared globally

Ø Local, national and international professional learning communities

Ø ICT in improving learning and teaching


The conference will enable interaction, dialogue, knowledge exchange and creation in relation to the topics set out above through keynote addresses, parallel sessions where papers will be presented and discussed. Fifteen Research and Development Centre (RDC) meetings will also take place during the conference where all participants have opportunities to discuss different areas of teacher education in more depth and propose and develop projects of mutual interest (See full list of RDCs below).


Ø Research Observatory

Ø Primary and Pre-primary education

Ø Secondary Teacher Education

Ø Inclusion and Special Needs

Ø Education for Social Justice, Equity and Diversity

Ø Culture, Qualify of Life and Citizenship

Ø Educational Leadership and Management

Ø Global Education

Ø Science and Mathematics Education

Ø Teacher Education and Information Technology

Ø Curricula in Teacher Education

Ø In-Service learning and the Development of Practice

Ø Professional Development of Teachers

Ø Professional Development of Teacher Educators


Important Dates
Abstract Submission has been extended until the date of 15 May 2012

17 August 2012

On-site registration

25-29 August 2012


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