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International Institute for the Study of Culture and Education
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EDITE – European Doctorate in Teacher Education, Horizon 2020, MSC INNOVATIVE TRAINING NETWORKS (ITN)
The University of Lower Silesia is offering three positions for Early Stage Researchers within the EDiTE project. Applicants interested in applying for Early Stage Researcher positions at ULS will need to fulfill requirements and submit application documents specified on the EDiTE project website www.edite.eu and additional documents necessary for enrollment in doctoral studies at ULS. In addition to the three ESR, we are planning to admit additional applicants into the program who will not be employed by ULS under ESR contracts, but who will be able to participate in the ULS EDiTE doctoral studies.
At ULS, ESRs will work and study at the International Institute for the Study of Culture and Education, a dynamic international center for educational research and practice at the Faculty of Education - www.iisce.org. Our primary agenda will be to pursue ethnographic, theoretical and action research-based inquires and research projects in which we will focus on changing school cultures, transformative teaching and learning and new teacher professionalisms and identities in a comparative European perspective. You will work and conduct research under the guidance of supervising and co-supervising faculty – leading specialists in the field of educational research, professors from the International Institute for the Study of Culture and Education and the Institute of Education as well as visiting faculty from Europe and the United States. Together with them and partner institutions you will be engaged in the creation of the EDiTE research community, which will include other doctoral students, practitioners from the partner institutions as well as ESRs and faculty at other EDiTE participating universities. In order to address the European dimension of our project, you will be required to include comparative perspectives in your research. You will also be required to spend on semester conducting research in another European country in collaboration with one of the EDiTE partner universities.
Hana Cervinkova, Professor of Anthropology and Education who is also the Associate Dean for International Education and Research and the Director of the Institute for the Study of Culture and Education (IISCE) at the Faculty of Education of ULS is directing the EDiTE project at the University of Lower Silesia. The project will be managed by the IISCE Program Coordinator, Ula Klobuszewska. ESRs will be encouraged to take part in IISCE’s international research and project activities that include conferences, summer programs, research and public outreach activities. Most of these programs are co-organized with international partners, primarily universities from the United States. For IISCE programs, please see www.iisce.org.
The gross salary (stipulated by collective agreement) for this position amounts to €2 376,00 per month (salary includes taxes, social and health insurance to be paid by the employee). ESR funded under the MSCA programme are eligible for an additional mobility allowance (€600/month) and, if applicable, family allowance (€500/month).
Below you can find the primary topics of ULS-based EDiTE research activities as they were proposed in the project application. These provide general themes and will most likely be modified in the course of the research progress.
Objectives: The goal of this project is to conduct in-depth comparative cross-cultural ethnographic studies of changes in learning and teaching in European schools, which are undergoing intense processes of institutional transformation due to both economic and policy level changes affecting educational systems. The methodological approach to school studies is based on the fundamental paradigm of educational anthropology that treats the schooling process as a "cultural production of an educated person." This doctoral research will be based on long-term ethnographic studies in schools and will present a "thick description" of changing teacher professionalisms as a part of larger changes in school cultures, illuminating micro-level manifestations of large-scale European-wide changes.
Expected Results: The project will be based on comparative empirical studies of European schools and bring answers to the following research questions: How are the current Europe-wide changes in the educational systems affecting the culture of teaching? How do the processes of global economic and social change play out in the micro-settings of schools, especially with respect to the changing nature of the teaching profession and teacher professionalism? What strategies do teachers in different European settings adopt to deal with changing systems of professional competencies in the transforming cultures of teaching and learning? How are teachers involved in the redefinitions of teacher professionalisms? What alliances and networks can they be engaged in through the process of building new democratic professionalisms? How can we analyze the methodologies of teacher professionalisms developing in this process of transformation? Through feedback sessions and consultations with teachers throughout the project, this research is expected to generate practice-relevant ideas on teaching in different cultures under systemic change.
Objectives: The goal of this theoretical project is to develop a complex understanding of the emancipatory dimension of the teaching profession and teaching practice. This research will consist of in-depth studies of conceptual approaches to social criticism based on researchers' engagement contrasted with abstract concepts of communication and understanding. Students' research is going to focus on analyzing primary and secondary material and in addition to the analysis of theoretical approaches; it will include strong trans-national and cross-cultural perspectives, encouraging students to include results from case studies with the European perspective in mind.
Expected Results: The PhD project will be based on a theoretical study offering new insights into European professionalism, with a focus on the following research questions: How are the current Europe-wide changes in the educational systems affecting teacher profession and teaching practice? How can contemporary theories of social criticism and social emancipation illuminate problems of the teaching profession in Europe today? What are the methodological implications of these theoretical approaches for future research on teacher professionalisms? How can research on teacher education and teaching profession enrich contemporary social theory?
Objectives: The starting point for this project is a redefinition of the relation between theory and teaching practice - practice being not only the field for research, but primarily a source of knowledge. During the research foreseen as a transformative learning project, the PhD student will work with teachers on the development of democratic/collective professionalism, which relies on the building of relations between teachers, teachers and students, teachers and parents in the process of creating professional learning communities of practice. The goal of this action research project conducted at two different schools will focus on stimulating the development of transformative professional learning, which we conceptualize as a process of change.
Expected Results: The PhD offers insights into how teachers in different European settings adopt to deal with changing systems of professional competencies in the transforming cultures of teaching and learning. Through action research methodologies, this research is expected to generate practice-relevant ideas on teaching in different cultures under systemic change. Through articles and final policy recommendations, the projects is expected to inform teacher education as well as teaching and learning policy and practice. Research on democratic teacher professionalism is expected to inform the larger field of social theory focused on contemporary democratic cultures in a European context.
Below you will find the list of partner institutions in Wroclaw, who will participate in the ULS EDiTE research community and provide home for our research projects.
The school, established more than 50 years ago, currently has 700 students in 22 class groups and several interdisciplinary faculties. The staff consists of about 65 highly qualified and experienced teachers. The school is well-known for high level of education, focus on innovative education methodologies and a wide range of extra-curricular activities. The graduates of the school successfully enter universities, both in Poland and abroad, and are known for their academic achievements and professional careers.
Established in 1998 the Foundation aims at enriching the education of society by supporting activities which: shape regional identity and build bridges among cultures/nations, support educational institutions by organizing international contacts, and foremost, maintain the unique features of each person, his/her abilities and potentials developed in schools and through projects run by FIE.
Paula Ollendorff Foundation was established to run the Jewish Primary School Szalom Alejchem in Wrocław, a non-public school founded in 1998 in Wrocław. It is not a religious school and is open for both, Jewish and non-Jewish students. At present it has 40 students and 18 teacher (full time and part time). The philosophy of the school is to build in students the sensitivity to other cultures, while at the same time to develop their social skills and competences.
The school was established in 1991. Currently it has 550 students and 66 employees. Certificates and distinctions given to the school: Talent Supporting School, Talent Discovery School, School Promoting Health, Gold Medal of the University of the Third Age of the University of Wroclaw. Many activities directed toward supporting social education and ecology education.
The public school located in the city centre, established in 1999 and addressed to students 13-15 years old. The number of students is app. 900, the number of employees app. 100 (including 84 teachers, 3 pedagogues, 1 psychologist). The focus of work is to support the broad development of students (knowledge, sports, as well as social competences). All classes have innovative programmes of teaching/learning (based on teachers’ own ideas) and all students work individually with tutors on their development. The school offers many extracurricular programmes, like sports, chess class, cultural events. Students are involved in voluntary activities, e.g. organization of social and sport events.