TEPE 2019 CONFERENCEtepe2019.pl/wp-content/uploads/2019/05/TEPE_Programme.pdf · Otilia CLIPA, Stefan cel Mare University, Romania Quality Teachers and Quality Teacher Education:

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Place of the Conference Opening Ceremony: Stara Zajezdnia Cracow by DeSilva, 12 św. Wawrzyńca Street, Cracow, Poland

15:00-18:00

16:30-17:00

17:00-18:00

18:00-19:00

19:00-21.00

Registration

Conference Opening Ceremony

Plenary Session Chair: Prof. Joanna MADALIŃSKA-MICHALAK, University of Warsaw, TEPE Keynote lecture: ‘Teacher Education for the 31st Century? Preparing Teachers for

Unknown Futures’ Prof. A. Lin GOODWIN, The University of Hong Kong, The Evenden Foundation Chair at Teachers College, Columbia University

Panel discussion ’Quality Teacher and Quality (in) Teacher Education’ Chair: Prof. Pete BOYD, University of Cumbria

Panelists: Prof. Maria Assunção FLORES, University of Minho Prof. Ee Ling LOW, National Institute of Education Prof. Daniela WOREK, Hessische Lehrkräfteakademie, ENTEP Dr. Shirley VAN NULAND, University of Ontario Institute of Technology Dr. Paweł POSZYTEK, The Foundation for the Development of the Education System (FRSE) Prof. Pavel ZGAGA, University of Ljubljana, TEPE

Welcome Reception

GENERAL PROGRAMME

TEPE 2019 CONFERENCE

THURSDAY, 16th MAY 2019

QUALITY TEACHERS AND QUALITY TEACHEREDUCATION: RESEARCH, POLICY AND PRACTICE

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08:00-12:30

08:30-10:30

10:30-11:15

11:15-12:30

12:30-14:00

12:45-13:45

14:00-15:30

15:30-16:00

16:00-18:00

16:00-17:00

18:00-19:30

19:30-

Registration

Parallel Paper Sessions 1 (Sessions: 1.1-1.5)

Coffee Break

Plenary session Chair: Prof. Joanna MADALIŃSKA-MICHALAK, University of Warsaw, TEPE Keynote lecture: ‘What kind of society does the school need? On quality education in impatient times’

Prof. Gert BIESTA, Maynooth University Ireland, The University of Humanistic Studies

Lunch

TEPE Board Members meeting

Parallel Paper Sessions 2 (Sessions: 2.1 – 2.5)

Coffee break

Parallel Paper Sessions 3 (Sessions: 3.1- 3.5) Educación-UNAE, Ecuador Poster Session

Dinner / networking meeting

Cracow by night

FRIDAY, 17th MAY 2019Place of the Conference:

Hotel Holiday Inn Cracow, City Center, 4 Wielopole Street, Cracow, Poland

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Place of the Conference: Hotel Holiday Inn Cracow, City Center, Wielopole 4 Str., Cracow, Poland

SATURDAY, 18TH MAY 2019


Coffe break

Plenary Session Chair: Prof. Pavel Zgaga, University of Ljubljana, TEPE Keynote lecture: ‘What does quality teacher education mean and how can the preparation of future teachers be quality assured?’ Prof. Kay LIVINGSTON, University of Glasgow

Chair: Prof. Pavel Zgaga, University of Ljubljana, TEPEKeynotelecture:‘ThepurposeofteachereducationinEurope.Reflectionsonthe‘quality’ of teachers, teacher education and teacher educators’

Prof. Marco SNOEK, Hogeschool van Amsterdam

Closing of TEPE2019 Conference

Lunch

08:30-10:30

10:30-11:00

11:00-13:15

13:15-13.30

13:30-14:30

ORGANISERS:

HONORARY PATRONAGE:

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Paper Session 1.1 - Symposium #PIMeFIM: A Spanish Bottom-Up Experience to Improve Initial Teacher Education

Chair: Maria Assunção FLORES, University of Minho, Portugal

Introducing the #PIMeFIM Experiment. Bianca THOILLIEZ, Autonomous University of Madrid, Spain Rocío GARRIDO MARTOS, Autonomous University of Madrid, Spain

Giving Reading, Thinking and Studying Back to Initial Teacher Education Programs. Tania ALONSO, Autonomous University of Madrid, Spain Bianca THOILLIEZ, Autonomous University of Madrid, Spain

The Practice of Observation as a Pivotal Element of Initial Teacher Education. Esther DÍAZ-ROMANILLOS, Autonomous University of Madrid, Spain María FRANCO-GUIJAR, Autonomous University of Madrid, Spain Cristina GONZÁLEZ-CALVÍN, Autonomous University of Madrid, Spain Zoé C. MORAND-DÍAZ, Autonomous University of Madrid, Spain

UsingReflectivePracticeandMicroteachingwithVideoCameraSupportinInitialTeacherEducation. Macarena VERÁSTEGUI, Autonomous University of Madrid and Fundación Promaestro, Spain

The Centre for Mathematical Thinking: An Improvement Tool of the Mathematical Competence in Initial Teacher Education Programs. Rocío GARRIDO MARTOS, Autonomous University of Madrid, Spain

Paper Session 1.2 Chair: Roman SHKILEV, Kazan Federal University, Russia

Teaching Quality Assurance: Ukrainian and Australian perspectives. Nataliia AVSHENIUK, Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine, Ukraine Natalia SEMINIKHYNA, Taras Shevchenko National University of Kyiv, Ukraine

Teaching Quality in Physical Education: Development and evaluation of a systematic observation tool. Vassiliki DERRI, Democritus University of Thrace, Greece Pavlos KYRGIRIDIS, Democritus University of Thrace, Greece Kyriakoula EMMANOUILIDOU, Democritus University of Thrace, Greece Georgia ARAMPATZI, Democritus University of Thrace, Greece

ExploringVocationalTeacherStudents’Perceptionon21stCenturySkillsLearnedfromtheEducational Program and Applied in their Teaching Practices. Shu-Nu CHANG RUNDGREN, Stockholm University, Sweden Eva ELIASSON, Stockholm University, Sweden Ylva STÅLE, Stockholm University, Sweden Marianne TERÄS, Stockholm University, Sweden

On the Issue of Modernization of Teacher’s Professional Education. Nazik HARUTYUNYAN, Yerevan State University, Armenia Irina VARDANYAN, Yerevan State University, Armenia

PARALLEL PAPER SESSIONS

FRIDAY,17th MAY 201908:30-10:30

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Factors Affecting Turkish Early Childhood Education Teachers’ Technology Use: A Path Model. Işıl ÖMRÜUZUN, Hacettepe University, Turkey Arif YILMAZ, Hacettepe University, Turkey

Tomorrow’s Teachers - What do they think about MOOCs? Hurşit Cem SALAR, Pamukkale University, Turkey

The Role of Teaching Practice in the System of Training Future Teachers (on the example of Kazan Federal University). Roman SHKILEV, Kazan Federal University, Russia

Paper Session 1.3. Chair: Teresa MORAN, University of Dundee, Scotland

PedagogicalValueSystemandFunctionsofaTeacher’sProfessionalActivity. Armenuhi ASHIKYAN, Yerevan State University, Armenia

Development of Teachers’ Competences during University Education and at Workplace Starting Professional Career. Barbara MURAWSKA, University of Warsaw, Poland Anna ZIELIŃSKA, University of Warsaw, Poland

Mentoring as an Essential Pedagogical Tool in Universities. Ana Sofia SALDANHA, Universidade Autónoma de Lisboa, Portugal

Towards Quality Teacher Training: Collaborative Practice in Action Research. Ildikó ZANK, University of Pécs, Hungary

Access to High Quality Teacher Education in Rural Areas. Mary KNIGHT, University of Dundee, Scotland Teresa MORAN, University of Dundee, Scotland

Place-based Initial Teacher Education: Exploring the rural dimension. Morag REDFORD, University of the Highlands and Islands, Scotland

Paper Session 1.4 Chair: Suzanne O’ KEEFFE, Maynooth University, Ireland

TeachersViewsonPedagogicalWell-being:AnallIrelandperspective.

Timothy MURPHY, University of Limerick, Ireland

Resilient Teacher – (re)sources of stress and coping. Otilia CLIPA, Stefan cel Mare University, Romania

Quality Teachers and Quality Teacher Education: Can Affective Teachers Be Effective? Suzanne O’ KEEFFE, Maynooth University, Ireland

What Makes Initial Teacher Education Effective? Stakeholders views on the effectiveness of Pre-service English Teacher Education in Urban Areas in Indonesia. Pipit NOVITA, Bristol University, United Kingdom


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An Exploration on the Experiences of Teacher Effectiveness (Teacher Pedagogical Well-being) from an urban case-study school in the mid-west region of Ireland. Timothy MURPHY, University of Limerick, Ireland

DeployingVideo-supportedExpertise-basedtraining(XBT)toEnhancePre-serviceTeachers’Classroom Management Awareness. Iclal CAN, Middle East Technical University Northern Cyprus Campus, Turkey Gokce GOKALP, Middle East Technical University, Turkey

Paper Session 1.5 Chair: Louise CAMPBELL, University of Dundee, Scotland

Collaborative Professional Developing in Priority Education Network in France. Maria Antonietta IMPEDOVO, Aix-Marseille University, France Patrice LAISNEY, Aix-Marseille University, France Pascale BRANDT-POMARES, Aix-Marseille University, France

The Collaborative Work of Teachers as a Lever for Professional Development: a singular plural? Forms, functions and consequences on the evolution of professional practices. Christophe DELAVERGNE, University of Bordeaux, France

Teacher Collaboration in and for Inclusive Education in Flanders (Belgium). Dries VANSTEENKISTE, University of Antwerp, Belgium, Stellenbosch University, South Africa Estelle SWART, Stellenbosch University, South Africa Piet VAN AVERMAET, Ghent University, Belgium Katja PETRY, KU Leuven, Belgium Elke STRUYF, University of Antwerp, Belgium

Teacher Experiences and Perceptions of Collaboration and Peer Support in an Innovative Learning Environment. Louise CAMPBELL, University of Dundee, Scotland

Narratives of Collaboration in Practice: Discourses, dimensions and diversity in collaborative professional development. Rachel LOFTHOUSE, Leeds Beckett University, United Kingdom

Learning School Program. The culture of sharing and collaboration as a driver for change. Jędrzej WITKOWSKI, Centrum Edukacji Obywatelskiej, Poland


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Parallel Paper Sessions 2 (Sessions: 2.1 – 2.5)

Paper Session 2.1 Chair: Oksana ZABOLOTNA, Ukrainian Educational Research Association

Pavlo Tychyna Uman State Pedagogical University, Ukraine

The European Doctorate in Teacher Education (EDiTE) as a Response to Global Challenges. Christian KRALER, University of Innsbruck, Austria Vasilis SYMEONIDIS, University of Innsbruck, Austria

A National Framework for Languages to Support Language Educators’ Implementation of Policy in Scotland. Lorele MACKIE, University of Stirling, Scotland Carrie McLENNAN University of Dundee, Scotland

The Best, Average, or Weak? The Level of Competencies of Candidates for the Teaching Profession in European Countries. Magdalena JELONEK, Cracow University of Economics, Poland Barbara WOREK, Jagiellonian University, Poland Marcin KOCÓR, Jagiellonian University, Poland

Research on Quality of In-Service Teacher Education and Professional Development in Ukraine by TALIS Methodology and its Policy Impact. Oksana ZABOLOTNA, Ukrainian Educational Research Association, Ukraine Pavlo Tychyna Uman State Pedagogical University, Ukraine Svitlana SHCHUDLO, Ukrainian Educational Research Association, Ukraine Drohobych Ivan Franko State Pedagogical University, Ukraine

Paper Session 2.2. Chair: Jim SCOTT, University of Dundee, United Kingdom

The Impact of Initial Education on Beliefs about the Teaching Profession and Inclusive Education. Vlatka DOMOVIĆ University of Zagreb, Croatia Dejana BOUILLET, University of Zagreb, Croatia

ImprovingEquityThroughtheResearch-LedEducationofRecently-QualifiedTeachers. Jim SCOTT, University of Dundee, United Kingdom

Preparing Teachers to be Teachers of All Pupils from the Start of Their Initial Teacher Education. Audrey HALPIN, Dublin City University, Ireland

iPad for Every Special Education Teacher. Uri BEN ARI, Athena Fund, Israel

Developing a Framework for ICT in initial Teacher Education in Scotland. Derek P. ROBERTSON, University of Dundee, Scotland


FRIDAY,17th MAY 201914:00-15:30

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Paper Session 2.3. Chair: Neil TAYLOR, University of Dundee, Scotland

John Holt’s Philosophy of High Quality Education. Larysa RUBAN, Taras Shevchenko National University of Kyiv, Ukraine Tetiana SVYRYDIUK, Taras Shevchenko National University of Kyiv, Ukraine

Providing Quality Teacher Education and Induction Through Innovative Routes. Neil TAYLOR, University of Dundee, Scotland Teresa MORAN, University of Dundee, Scotland

Motivation,EngagedandReflectiveteachingCompetencesinQualityTeacherEducation. Anna ALEKSANYAN, Yerevan State University, Armenia

Training Quality Teachers. The challenge of design skill. Laura Sara AGRATI, Open University ‘Giustino Fortunato’, Benevento, Italy Viviana VINCI, University Mediterranea of Reggio Calabria, Italy

Paper Session 2.4 Chair: Joanna MADALIŃSKA-MICHALAK, University of Warsaw, Poland

PortugueseTeachers’ViewsofProfessionalStandards. Maria Assunção FLORES, University of Minho, Portugal

Investigating Turkish pre-service primary science teachers’ decision-making on controversial issues: The case of abortion. Ümran Betül CEBESOY, Uşak Üniversitesi, Turkey; Shu-Nu CHANG RUNDGREN, Stockholm University, Sweden

Pre-Service Teachers’ Perceptions about Professional Ethics in Teaching. Sevinc GELMEZ-BURAKGAZI, Hacettepe University, Turkey

Iclal CAN, Middle East Technical University Northern Cyprus Campus, Turkey Muhammet COSKUN, Kafkas University, Turkey

Teachers’ Perception about Professional Ethics in Teaching. Joanna MADALIŃSKA-MICHALAK, University of Warsaw, Poland

Paper Session 2.5

Chair: Davide PARMIGIANI, ATEE; University of Genoa, Italy

Teacher Educator Collaboration and a Pedagogy of Teacher Education: Practice Architectures, Professional Learning, Praxis and Production. David POWELL, University of Huddersfield, United Kingdom

International Teaching and Global Competence. Improving the international perspective of teacher education programs. Davide PARMIGIANI, ATEE; University of Genoa, Italy

Professionalisation through Internationalisation in Teacher Education: International Project (IPC) an Example of Good Practices. Sina WESTA, Catholic University Eichtsätt-Ingolstadt, Germany


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The Role of Staff Training Abroad in the Schools’ Internationalization. Conclusions from Poland. Michał PACHOCKI, Foundation of the Development of the Education System, Graduate School for Social Research, Polish Academy of Sciences, Poland

Parallel Paper Sessions 3 (Sessions: 3.1- 3.5)

Paper Session 3.1 Chair: Pete BOYD, University of Cumbria, United Kingdom

Teacher Education in Higher Education: A Landscape of Professional Knowledge. Rodrigo AVELLA RAMIREZ, Centro Estadual de Educação Tecnológica Paula Souza, Brazil

QualityinShortTeacherEducationProgrammeSubjectSpecificDidactics. Annelie ANDERSEN, Karlstad University, Sweden Hamid ASGHARI, Karlstad University, Sweden Maria PETERSSON, Karlstad University, Sweden

Strengthening Teacher Education: Bridging the divide between foundation disciplines and pedagogical subject knowledge in ITE.

Aimie BRENNAN, Mary Immaculate College, Ireland Angela CANNY, Mary Immaculate College, Ireland

Knowledge and Ways of Knowing: Questioning the turn towards a ‘knowledge-rich’ curriculum in England. Pete BOYD, University of Cumbria, United Kingdom

Pre-service teachers’ conceptions on explicit, (socio-)constructivist and transmissive approaches to teaching and learning in French Speaking Belgium.

Chloé GRAVÉ, Université de Mons, Belgium Marie BOCQUILLON, Université de Mons, Belgium Nathanaël FRIANT, Université Libre de Bruxelles, Belgium Marc DEMEUSE, Université de Mons, Belgium

Enhancing Pre-Service Teachers’ Attitudes Toward Mathematics Through Evidence-Based Strategies. Kim TAIK, New Mexico Highlands University, USA

Paper Session 3.2 Chair: Urszula MARKOWSKA-MANISTA, University of Warsaw, Poland

Inclusive Pedagogy: a way of being? Mapping inclusive pedagogy in initial teacher education. Dianne CANTALI, University of Dundee, Scotland Mary KNIGHT, University of Dundee, Scotland

Inclusive Education in Albania: Problems of Initial Teacher Education. Ledia KASHAHU, University “Aleksandër Moisiu”, Albania Kseanela SOTIROFSKI, University “Aleksandër Moisiu”, Albania

School Social Work and Integration of Diversity: Exploring educators’ perspectives in regard to inclusion of refugee students in Greek schools. Irene KATSAMA, Democritus University of Thrace, Greece

Stefania BAKIRTZI, Democritus University of Thrace, Greece


FRIDAY,17th MAY 201916:00-18:00

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Teachers and Cultural Diversity in the Polish Schools - opportunities and dilemmas. Urszula MARKOWSKA-MANISTA, University of Warsaw, Poland Dominika ZAKRZEWSKA-OLĘDZKA, The Maria Grzegorzewska University in Warsaw, Poland

What is the Role of Teachers in Keeping at-risk Students on Track Toward Graduation? Aleksandra JASIŃSKA-MACIĄŻEK, University of Warsaw, Poland Anna HAWROT, Leibniz Institute for Educational Trajectories, Bamberg, Germany Hanna TOMASZEWSKA-PĘKAŁA, University of Warsaw, Poland Paulina MARCHLIK, University of Warsaw, Poland Tomasz ŻÓŁTAK, Educational Research Institute, Warsaw

What Teachers Can Learn from Academically Resilient Students? Marek SMULCZYK, University of Warsaw, Poland

Paper Session 3.3 Chair: Julianna MRAZIK University of Pecs, Hungary

Teacher Education in the Nordic countries: Trends and perspectives. Jens RASMUSSEN, Aarhus University, Denmark

What Kind of Science does Professional Need? Teacher education as a case. Finn Daniel RAAEN, Oslo Metropolitan University, Norway

StrengtheningTeacherEducationandTeachingProfession:metareflectionsonateam-teachingmodelinhigher education. Julianna MRAZIK University of Pecs, Hungary

Teacher Educators’ perceptions on Research-Based Teacher Education. Jessica ASPFORS, Nord University, Norway Gunilla EKLUND, Åbo Akademi University, Finland Sven-Erik HANSÉN, Åbo Akademi University, Finland Anne Marit VALLE, Nord University, Norway

Research-based Teaching and Transformative Learning to Promote Quality Teacher Education. Joanna PITURA, The Pedagogical University of Cracow, Poland

EpistemologicalReflectioninContemporaryTeachers’Training–Teacherasanarchitectofhisownknowledge. Dorota ZDYBEL, Jesuit University Ignatianum in Krakow, Poland

Paper Session 3.4 Chair: Erika LÖFSTRÖM, University of Helsinki, Finland

Teachers’ Professional Development from Life Stories. A longitudinal study on Spanish beginning high school teachers.

Lucía SÁNCHEZ-URÁN, Autonomous University of Madrid, Spain Soledad RAPPOPORT, Autonomous University of Madrid, Spain Bianca THOILLIEZ Autonomous University of Madrid, Spain Héctor MONARCA, Autonomous University of Madrid, Spain


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Developing Transformative Models of Professional Learning for Inclusive Practice across the Continuum of Teacher Education.

Aoife BRENNAN, Dublin City University, Ireland Alan GORMAN, Dublin City University, Ireland

Tensions and Teacher Role in Student Teacher Identity Development in Primary and Subject Teacher Education. Erika LÖFSTRÖM, University of Helsinki, Finland

Tiina ANSPAL, Tallinn University, Estonia Äli LEIJEN, University of Tartu, Estonia

GenerationalDifferencesandProfessionalValuesofTeachers. Wanda DRÓŻKA, The Jan Kochanowski University in Kielce, Poland

YouAreYourChoices–factorsinfluencingformerlanguageassistants’decisionstopursueteachingasacareer. Anna CZURA, University of Wrocław, Poland

Education Squared. Educating Educators in Poland. Pathways into Teaching in Shifting Teacher Population. Magdalena RADWAN-RÖHRENSCHEF, Polish-American Freedom Foundation and University of Warsaw, Poland

Paper Session 3.5 Chair: Małgorzata ŻYTKO, University of Warsaw, Poland

Designing Provocative Education Environments for Teacher Training Emancipatory Practices. Giselle TUR PORRES, Universidad Nacional de Educación-UNAE, Ecuador

Pedagogical Autonomy and School Capacity Building: The case of Greek schools support structures reform in a European perspective. Yiannis ROUSSAKIS, University of Thessaly, Greece

Teacher Professional Capability: schools potential based on teaching teams. Jesús Manso AYUSO, Autonomous University of Madrid, Spain

Leading School Clusters through Collaborative Inquiry and Sharing: Making schools responsible for their learning. Kashyapi AWASTHI, National Institute of Education Planning and Administration, India

Teachers’ Readiness to Changes in Primary Education in Case of Innovation. Małgorzata ŻYTKO, University of Warsaw, Poland

The Case Study of SuperBelfrzy RP, the Polish Collaborative Network of Teachers. Barbara OSTROWSKA, SuperBelfrzy RP, Poland; Agnieszka BILSKA, SuperBelfrzy RP, Poland


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1. The Use of Modern Teaching Methods in Higher Education. Nataliia KOMISARENKO, Uman National University of Horticulture, Ukraine Liudmyla MOVCHAN, Uman National University of Horticulture, Ukraine

2. Quality Applied; Role Model Teaching. Carsten THORNHØJ, Institute for Applied Knowledge, Denmark Natalia ROZANSKA, My Future NGO, Poland

3. AssessmentinInitialTeacherEducation:ViewsofPortugueseandPolishstudents. Cláudia PINHEIRO, University of Minho, Portugal Maria ASSUNÇÃO FLORES, University of Minho, Portugal Joanna MADALINSKA-MICHALAK, University of Warsaw, Poland

4. Adaptation of the General Assessment Framework, P.D. 152/2013, in the Subject of Physical Education. Georgia ARAMPATZI, Democritus University of Thrace, Greece Kyriaki EMMANOUILIDOU, Democritus University of Thrace, Greece Pavlos KYRGYRIDIS, Democritus University of Thrace, Greece Vassiliki DERRI, Democritus University of Thrace, Greece

5. Reducing the Gap between Theory and Practice – Montessori teacher training and variation theory. Eva-Maria TEBANO AHLQUIST, Stockholm University, Sweden; Per GYNTHER, Stockholm University, Sweden

6. Computer Research in Teaching Geometry of Future Teachers. Aliya BUKUSHEVA, Saratov State University named after NG Chernyshevsky, Russia

7. Developing Competencies at Polish HEIs According to Student and Graduate Evaluation. Marek KOCZYŃSKI, Cracow University of Economics, Poland

8. Teacher Training Schools in the Polish Teacher Education and Development System. Elżbieta MITERKA, The State School of Higher Education in Chełm, Poland

9. CreatingPersonalVisionsasanElementoftheLearningEnvironmentofPedagogyStudents. Bożena TOŁWIŃSKA, University of Bialystok, Poland

10. Professional Development and Teacher Training in the Context of the Socio-cultural Challenges in the 21st Century. The case of Poland. Elżbieta M. MACH, Jagiellonian University, Poland

11. Teacher’s Development Standards as the Tool Supporting Training Teachers in the School of Education, Warsaw. Kinga BIAŁEK, School of Education of Polish-American Freedom Foundation and University of Warsaw, Poland Maria SAMBORSKA, School of Education of Polish-American Freedom Foundation and University of Warsaw, Poland

12. Students’ Future Teacher Readiness to Work in Rural School. Natalia DEMESHKANT, Pedagogical University of Cracow, Poland Anna KWATERA, Pedagogical University of Cracow, Poland

13. Restoring Teacher Occupational Status, as a Condition for Strengthening Teacher Profession in Albania. Brunilda ZENELAGA, University of Tirana, Albania; Ledia KASHAHU, University “Aleksandër Moisiu”, Albania

POSTER SESSION

FRIDAY,17th MAY 201916:00-17:00

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14. Foreign Language Teachers’ Preparation for Teaching Older Learners. Natalia GÓRALCZYK, Pedagogical University of Cracow, Poland

15.DevelopingStudentTeacherAutonomythroughReflectivePracticeinInitialForeignLanguageTeacherEducation. Anna KLIMAS, University of Wrocław, Poland

16. English Language Teachers’ Cognition in Foreign Language Reading Instruction in Slovak Upper-Secondary Education – interpretative research. Martina ŠIPOŠOVÁ, Comenius University in Bratislava, Slovakia

17. Teaching Foreign Language for Young Learners. Theoretical approach. Jenny IZQUIERDO, Immanuel Kant Baltic Federal University, Russia

18. Integrating Computational Thinking into Teacher Education. Hüseyin ÖZÇINAR, Pamukkale University, Denizli, Turkey

19.RobotsasTeachers?Opportunitiesandrisksinapplyingartificialintelligenceintheprocessoflearning. Marta KOŁODZIEJCZYK, University of Bielsko-Biała, Poland Elżbieta M. MACH, Jagiellonian University, Poland

20. Using Open Education Resources in Higher Education – does it contribute for quality learning in teacher preparation programs? Gerda SULA, University of Tirana, Albania; Anila SULSTAROVA, University of Tirana, Albania Skerdi ZAHAJ, University of Tirana, Albania

21. Investigating the Relationship between Preservice teacher’ Information and Communication Technologies Competencies and Technological Pedagogical Content Knowledge (tpack) Competencies. Tayfun TANYERI, Pamukkale University, Turkey

22. Intergenerational Learning with ICT Tools Using as a Informal Support of Teachers’ Work. Context of early school leaving phenomenon.

Marcin ROJEK, University of Lodz, Poland

23. Statistically Enhanced Academic Recommendations for Educational Environment to Reduce Dropout of StudentsUsingEnsembleClassification. Khawar SHAKEEL, Jinnah Model School, Gujrat, Punjab, Pakistan

24. Disadvantage Situation and Drop out – a curriculum for disadvantaged students. Nemes GYÖNGYI, University of Pécs, Hungary

25. Teachers’ Support in Preventing Early School Leaving – exploring paradoxical perspectives of students and school staff. Hanna TOMASZEWSKA-PĘKAŁA, University of Warsaw, Poland Paulina MARCHLIK, University of Warsaw, Poland

26. Career Pathways of Teachers with a Background of Forced Migration. Meredith BANNON, Pennsylvania State University, USA

POSTER SESSION

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Paper Session 4.1 Chair: Katarzyna BRZOSKO-BARRATT, University of Warsaw, Poland

Birth, Death and Survival: Exploring pre-service teacher identity on a post graduate training route. Linzi McKERR, University of Worcester, United Kingdom

Becoming a Teacher: Teacher students’ conceptions of teaching as a career in Norway, Latvia, and Finland. Jan Viggo IVERSEN, Nord University, Norway Sari YRJÄNÄINEN, University of Turku, Finland Indra ODINA, University of Latvia, Latvia Eero ROPO, University of Tampere, Finland & Nord University, Norway

Teacher Training Project. An attempt to devise an in-service training programme for English language teachers. Meretguly GURBANOV, Academy of Sciences, Turkmenistan

Exploring Principals’ and CLIL Teachers’ Perceptions of Continuous Professional Development. Katarzyna BRZOSKO-BARRATT, University of Warsaw, Poland Izabela JAROS, Jan Kochanowski University in Kielce, Poland

Artur STĘPNIAK, University of Warsaw, Poland

UsingDuoethnographicDialoguesforDevelopingReflectioninFutureEnglishLanguageTeachers. Dorota WERBIŃSKA, Akademia Pomorska w Słupsku, Poland

Paper Session 4.2 Chair: Anna GIZATULLINA, Kazan Federal University, Russia

Developing Softskills and Hardskills of Future Teachers in Terms of the Best European Experience by the Example of Kazan Federal University.

Anna GIZATULLINA, Kazan Federal University, Russia Liliya LATIPOVA, Kazan Federal University, Russia

Developing Global, Transversal Professional Competences in Teacher Education via Online Databases of Oral History Related to Remembrance Education. Renata Anna DEZSO, University of Pecs, Hungary

Preparing Preservice Science and Mathematics Teachers for STEM Teaching through Experiential Learning with Examples.

Skonchai CHANUNAN, Naresuan University, Thailand

Own the Space! The Physical Environment in Early Years Education and How This Features in Assessment Reports by Examiners of ITE. Josephine MILTON, University of Malta, Malta; Tania MUSCAT, University of Malta, Malta

World Educates. Naturally! Anna KRZYŻANOWSKA, Regionalny Ośrodek Doskonalenia Nauczycieli i Informacji Pedagogicznej “WOM” w Rybniku,

Poland


SATURDAY,18th MAY 201908:30-10:30

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Paper Session 4.3 Chair: Paul ADAMS, University of Strathclyde, Scotland

Measuring the Quality of Initial Teacher Education across Scotland. Paul ADAMS, University of Strathclyde, Scotland Carrie McLENNAN, University of Dundee, Scotland

The „Teacher-factor” for School Quality: enhance or assess it? Loredana PERLA, University of Bari ‘Aldo Moro’, Italy Viviana VINCI, Mediterranean University of Reggio Calabria, Italy Laura Sara AGRATI, Open University ‘Giustino Fortunato’ Benevento, Italy

Mining Quality: Evaluation on teachers’ professional identity in the Greek educational system. Dimitrios STAMOVLASIS, Aristotle University of Thessaloniki, Greece Eugenia TSIOUPLIS, Aristotle University of Thessaloniki, Greece

Promoting Quality in Teaching through Moving into English-Medium Instruction. Melanie ELLIS, Pedagogical University in Cracow, Poland

EmpoweringTeachers:ReflectionsonthequalityofteachereducationofferedbyEnglishTeachingProgram. Maria Jolanta BOGUCKA, University of Gdańsk, Poland

Paper Session 4.4 Chair: Svitlana SHCHUDLO, Drohobych

Ivan Franko State Pedagogical University, Ukraine

ImplementingReflectivePracticeinTT&D–anEvidence-basedApproach. Sabina A. NOWAK, The Pedagogical University of Krakow, Poland

ExploringStudentTeachers’MotivationandSourcesofConfidenceinOutdoorLearning. Alexia BARRABLE, University of Dundee, Scotland; Linda LAPERE, University of Dundee, Scotland

The Role of Graphic Organizers in Learning and Teaching. Marine ARAKELYAN, Sultan Qaboos University, Oman

Teacher’s Portfolio as a Tool to Build a Community Culture Built on Cooperation and Professional Development in the Process of Preparing Teachers for Work at Schools (based on the experiences of the School of Education 2016-2019). Grażyna CZETWERTYŃSKA, Szkoła Edukacji Uniwersytetu Warszawskiego i Polsko-Amerykańskiej Fundacji Wolności, Poland

Polish-UkrainianAcademicCooperationfortheDevelopmentofEducationofFutureSpecialistsinthefieldofAddiction Prevention. Svitlana SHCHUDLO, Drohobych Ivan Franko State Pedagogical University, Ukraine Wioletta JUNIK Kazimierz Wielki University in Bydgoszcz, Poland

Experiences of Teachers with International Baccalaureate Programmes in Poland. A case study of 9 IB schools. Joanna LEEK, University of Lodz, Poland


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Paper Session 4.5Chair: Milosh RAYKOV, University of Malta, Malta

Co-teaching as a Psycholinguistic Perspective to High Quality Education. Nataliia DIACHUK, Zhytomyr Ivan Franko State University, Ukraine Tetiana KRYVORUCHKO, Zhytomyr Ivan Franko State University, Ukraine

A Model of Personalized Teaching:From one-to-one to classroom teaching. Péter NAGY, University of Pécs, Hungary

The expression of Teachers’ Ability to Instruct Secondary School Students to Apply Learning Strategies. Aldona AUGUSTINIENE, Kaunas University of Technology, Lithuania Berita SIMONAITIENE, Kaunas University of Technology, Lithuania

Functions of Pedagogical Diagnostics in Teacher-student Interrelations. Arevik GHAZARYAN, Yerevan State University, Armenia

Evaluation of a Classroom Anxiety Scale for Diagnostics and Intervention Planning in Secondary Schools. Milosh RAYKOV, University of Malta, Malta


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TEPE 2019 CONFERENCEtepe2019.pl/wp-content/uploads/2019/05/TEPE_Programme.pdf · Otilia CLIPA, Stefan cel Mare University, Romania Quality Teachers and Quality Teacher Education: