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WFATE Fourth Biennial International Conference

 


 

 


General Theme and Subthemes

 

General Theme

Innovation in Teacher Education within a Global Context

Teacher Education must target 21st century skills and even go beyond them to address the needs of knowledge society. WFATE with this conference is making an international effort to build educational and cultural capacity for innovation at all educational and socioeconomic levels. Its main objective is to increase the talent supply for innovation and knowledge creation, in order to make a place for everyone in a knowledge society.

UNESCO in Incheon Declaration (Repubic of Korea, May 2015)  express  that  2015-2030 will be a jouney towards inclusive  and equitable quality education and lifelong learning  for all and WFATE share this vision  through rethinking teacher education .

This conference is looking for a response to the major world education indicators, which point to a necessary transformation and change. We want to seek rapid strategies in fighting for education innovation and development in teacher education. We encourage knowledge building basic capacities development by integrating knowledge education, information technology and communication. We emphasise health/ wellness of all children and students as essential for overall development of the whole child in schools. This conference would enhance local, regional and global networks for educational design, jointly with the community culture and education planning development to provide sustainability for teacher education development projects.

Subthemes

1. Multiculturalism and Multilingualism

The increasing globalization of our educational systems necessitates the preparation of teachers who are comfortable working effectively with students of diversity. What are the best practices of teacher education programs that can insure outstanding teachers for all the students of our world community? Are field-based clinical programs the answer? International clinical experiences? Exchange programs for pre-service teachers?
This sub-theme will provide opportunities to share successful preparation programs that result in the academic achievement of all children.
Chairs: Jane McCarthy, Pascale Mompoint de Gaillart, Martí Teixidó, Mònica Pereña, Llorenç Comajoan

2. Technology and mobile learning for pedagogical innovations in Teacher Education

Although the coupling of new technologies with traditional modes of teaching and learning may yield incremental improvements iin learning, there is growing recognition that the real power of technology is to empower new ways of teaching and learning. This sub-theme provides an opportunity to share best practices and research in the ways that new technologies may support innovative pedagogical practices in teacher education. It is focused also on critical aspects to applications of digital technology in education and on serious critical research, the latest pedagogical and psychological findings and evidence about impact of technology on forming of pupil´s cognitive processes, too.
Chairs: Paul Resta, Miroslava Cernochova, Mercè Gisbert, Ferran Ruiz, Jordi Vivancos, Christian Perreault,

3. International-local Teacher Education networking models for Knowledge Building innovation

Collaborative innovation networks “are the most productive engines of innovation ever” according to Swarm Creativity author Peter Gloor. We guess he is right: Knowledge Building teams operate in this mode and are demonstrating advances that are newsworthy on several fronts: the refocusing of education as a knowledge creating enterprise; the development of professional networks that belief that complex educational change take a decade; the concerted effort to bring innovations and innovators together; and technology that enables self organization around idea improvement, in-and-out-of-school.
Chairs: Mireia Montané, Thérèse Laferrière,  Javier Valle, Eva Liesa, Mar Camacho, Roser Boix, Paula Mayoral

4. Teacher Education Curriculum and School Curriculum

What are the intentional and scaffolded structures for a teacher education curriculum that are integrated with field and clinical experiences? How can we integrate research, practice, and a strong social ethic? The relationship of the preparation curriculum to the public school curriculum is another area for discussion.
The basic question is “How should teachers be prepared?”
Chairs:  Ann Shelly, Sally Wan, Antoni Tort, Anna Pagès, Àngel Domingo

5. School-University-Educational Administrations Partnerships for Creative Initiatives in Teacher Education

An understanding of how effective partnerships work is imperative in today's educator preparation programmes. To design new and creative initiatives that will best prepare teachers forcomplexity and accelerating rates of change in current contexts, partnerships among various constituents are needed. Educational agents should collaborate to explore breaking down the boundaries between formal, non-formal and informal education, in order to provide professional flexibility and co-creation networks. This sub-theme is designed to bring together school leaders, university faculty, and administrators at all levels for knowledge creation and innovative ideas that will lead to effective partnerships
Chairs: Maxine Cooper, Frances van Tassel, Kay Livingston, Neus Lorenzo, Anna M. de Monserrat

6. A distributed leadership for school’ innovation management

What kind of leadership is needed to implement changes at school and teacher education levels? What kind of learning environments are more convenient for improving learning organisation and what type of research is needed to foster change processes? What will be the design, the implementation and the sustainability of learning environments for innovation? What kind of leadership is needed at different levels of learners? Researchers, experts, inspectors, principals and teachers will develop a joint analysis of their practices to build new theoretical framework.
Chairs: Esmahan Agaoglu, Elijah Omwenga, Xavier Chavarria, M. Rosa Buxarrais

7. Monitoring and evaluating innovations in Teacher Education

The aim of monitoring and evaluating innovations is to ensure that Teacher Education as a whole is able to benefit from any innovative theory and practice developed through specific programs or projects, by the identification of the innovative key elements, according with the context and the conditions of the implementation and development of the evaluation tools, as well as the analysis of the main results. The implementation of innovative features could be evaluated through quantitative and qualitative elements in order to gain insights in Teacher Education.
Chairs: Joan Mateo, Antoni Sans, Joaquín Gairín, Carme Amorós, Francesc Martínez, Coral Regí

8. Change for innovation in Teacher Education

The main focus of this sub-theme is classroom practices or education programs and policies that foster student innovation and knowledge creation, thereby making a difference in the teaching and learning process. Local, regional, and global knowledge networks that foster innovation in teacher education and address the needs of the knowledge society are welcome to submit.
Chairs: Joana Salazar, James Alouf, Patrick Lam, Joan Manuel del Pozo, Miquel Martínez, Joan Rué, Antoni Badia, Christine Hamel,

9. Initial and ongoing Teacher Education for innovation

What kind of equilibrium is needed between Theoretical and Practical competencies in Initial  and in service Teacher Education, or at least in the training of teacher trainers ? We like to share research, theory and practice in order to change Initial  and ongoing teacher education, encouraging innovation and exploring the possibilities of new developments in Initial and in service  Teacher Education looking for a better professionalism of future teachers.
Chairs: Asa Molberg, Núria Vivancos, Diego Castro Ceacero

10. Health, Sport, Physical and Plastic Arts Education (circus, dance and theater)

The emphasis on high stakes student testing has left a void in the health/wellness of all children and the overall development of the whole child in schools. The sub theme provides an opportunity to share both research and practice in the area of physical/sport education, health/wellness, dance, music, circus and the visual arts in our schools and in teacher education.
Chairs:  Paul Paese, Ian Scott Owens, Marc Franco, Luis Marqués Molías, Albert Batalla

11. Supporting STEM Education through Teacher Preparation and Professional Development

This sub-theme provides opportunities to share strategies and resources to prepare and equip teachers to satisfy a growing need for STEM (science, technology, engineering, mathematics) education through improved teaching and learning in the STEM disciplines for students from kindergarten to graduate-level college studies (K-20), through wide-scale sharing and implementation of effective approaches. Among the approaches highlighted will be the NASA model for professional development of teachers using NASA materials and resources.
Chairs:  Araceli Ortiz, Leslie Huling, Virginia Resta, Claudi Alsina, Marianne Cutler, Anna Maria Geli, Xavier Juan

12. Strategies for overcoming inertia in Teacher Education

According to the Oxford Dictionary {www.oxforddictionaries.com} the term inertia means, “a tendency to do nothing or to remain unchanged” and the example of its use is “the bureaucratic inertia of government.” Sub-theme twelve provides opportunities to share strategies and resources to reduce the inertia and address the causes of the inertia which may be present in some participants of Teacher Education. Participants could include administrators, professors, teachers, students, and others and the inertia could be caused by fear of change, feelings of inadequacy in using technology, and resistance to leaving ones “comfort zone” in areas of teaching and learning. Chairs: Elsa C. Price, Elizabeth Oldham, Carme Panchón, Jesús Manso, Valentí Feixas, Jordi Serarols, Laura Calzado,

13. Disability Studies, Inclusion and Social Justice in Teacher Education

Educational inclusion is a response to diversity within a social justice and human rights framework that seeks to facilitate participation and success in education for all students. Disability Studies in Education encompasses an array of critical traditions and methodologies that interrogate educational issues from a political and social perspective as they relate to disability. The concept of social justice is interpreted in the framework of unequal power relations in education. In this sub-theme, attention is directed towards building the capacities of educators, including teacher educators, to respond to students' diverse learning needs (including highly able students, those with impairments, and those who belong to different groups based on their gender, class, ethicity, sexual orientation) recognise and act on underachievement, and enhance learning for all students.
Chairs: Jenene Burke, Chandrika Devarakonda, György Mészarós, Monique Leygraf, Josep M. Sanahuja, Ignasi Puigdellívol

14. Innovation in Teacher Training  for Early Childhood Education

The importance Of Early Childhood Education (ECE) and the impact it has on the development and learning of children is very well recognized. Therefore, the professionals needed to provide this vital training for 0-3 and 3-6 years old children have a huge responsibility and must have the opportunity to benefit from high level University studies structured to include scientific training and well researched and proven theoretical and practical training. Also, it is necessary to define and include the elements which lead to the cooperative work and networking between children, families and professionals from different areas and different social and cultural contexts. In order for this to become a reality, we need the commitment of organizations to ensure that children's rights are met.

Chairs: Carme Àngel, Montserrat Anton, Sílvia Blanch, Cristina Corcoll, Mequè Edo, Maria Antònia Pujol, Rosa Ferrer

15. Social Sciences Teacher Education for a New Era 

To support educators and student’ teachers in developing students’ historical and geographical knowledges, thinking skills  and promoting civic engagement are the main focus of this sub-theme. To preserve and provide access to Social Sciences, support research, and create interactive programs and exhibits that educate and inspire.

The shared mission is to recreate the landscape of Social Sciences Education by providing research-based programs to prepare leaders who will empower tomorrow’s citizens as lifelong learners, to develop and disseminate knowledge and contribute innovative ideas and leadership to solve the problems of a diverse and open society.

Worldwide Libraries and technological systems can provide information and arouse new interests to advance in research and the pursuit of critical thinking in order to be possible understanding the most important social problems, transform lives and change the world. Transversal themes as Civil and Human Rights, Democracy in Action, Diplomacy and Social conflicts, International Trade, Energy and Environment, Landforms and landscapes, Water in the world, Wars and Conflicts, Terrorism, etc. could be object of joint international projects.

Chairs: Joaquim Prats, Joan Santacana, Alain Blomart, Joan Muñoz

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