Opendata, web and dolomites


European Joint Doctorate in Teacher Education

Total Cost €


EC-Contrib. €






Project "EDiTE-EJD" data sheet

The following table provides information about the project.


Organization address
address: INNRAIN 52
postcode: 6020

contact info
title: n.a.
name: n.a.
surname: n.a.
function: n.a.
email: n.a.
telephone: n.a.
fax: n.a.

 Coordinator Country Austria [AT]
 Project website
 Total cost 3˙472˙230 €
 EC max contribution 3˙472˙230 € (100%)
 Programme 1. H2020-EU.1.3.1. (Fostering new skills by means of excellent initial training of researchers)
 Code Call H2020-MSCA-ITN-2015
 Funding Scheme MSCA-ITN-EJD
 Starting year 2015
 Duration (year-month-day) from 2015-10-01   to  2020-02-29


Take a look of project's partnership.

# participants  country  role  EC contrib. [€] 
1    UNIVERSITAET INNSBRUCK AT (INNSBRUCK) coordinator 767˙802.00
2    Instituto de Educação da Universidade de Lisboa PT (Lisbon) participant 715˙069.00
5    Masarykova univerzita CZ (BRNO STRED) participant 645˙206.00
7    Agentia Romana de Asigurare a Calitatii in Invatamantul Preuniversitar RO (BucureÈ™ti) partner 0.00
8    Agrupamento de Escolas de Alvalade, Lisboa PT (Lisboa) partner 0.00
9    Association of Teacher Educators HU (Budapest) partner 0.00
10    Bundesinstitut für Bildungsforschung, Innovation & Entwicklung des österreichischen Schulwesens AT (Salzburg) partner 0.00
11    Bundesrealgymnasium in der Au AT (Innsbruck) partner 0.00
12    Conselho Nacional de Educação PT (Lisboa) partner 0.00
13    ELTE Trefort Agoston Secondary Grammar School HU (Budapest) partner 0.00
14    Fundacja Edukacji Miedzynarodowej PL (Wroclaw) partner 0.00
15    Fundacja im. Pauli Ollendorff PL (Wroclaw) partner 0.00
16    Gimnazjum nr 13 im. Unii Europejskiej PL (WrocÅ‚aw) partner 0.00
17    Klebersberg Kuno Ált. Isk. És - Gyermekek Háza School HU (Budapest) partner 0.00
18    Liceum OgólnoksztaÅ‚cace Nr â…« im. BolesÅ‚awa Chrobrego PL (WROCŁAW) partner 0.00
19    NMS Vomp-Stans AT (Vomp) partner 0.00
20    Szandaszölösi Általános Iskola és Alapfokú Müvészeti Iskola HU (Szolnok) partner 0.00
22    Szkola Podstawowa NR 90 Im. Prof. Stanislawa Tolpy We Wraclawiu PL (Wroclaw) partner 0.00
23    Tomori Pál School HU (Budapest) partner 0.00
24    VS Innere Stadt AT (Innsbruck) partner 0.00


 Project objective

The EDiTE joint research programme is a response to the current challenges in the complex processes of transformation of education professionals' career development. Particularly in focus is the teaching profession as central to all education systems. In the research area it is essential that typical national or regional perspective found in TE programmes are extended to include transnational perspectives. A European perspective on the academic level can only be fostered through joint European research.

The EDiTE programme is a PhD programme for professionals, which determines the philosophy and values of the curriculum. The most important implication is that researchers/PhD candidates are initiated into academia and versed in high-quality research, co-constructing research questions and applying appropriate methodology in response to practical and theoretical questions emerging from and in practice. Because the field of education is multi-disciplinary and involves different levels the EDiTE programme is targeted at professionals involved in teaching and learning at all points in their professional lives (lifelong learning) including qualified teachers and other professionals. The doctoral candidates will be involved in collaborative research, with individual approaches contributing to the transnational knowledge base within a common framework. A key aspect of the joint research activities is ensuring institutional and transnational knowledge sharing and transfer between universities and schools or other educational institutions.

The overarching research theme “European perspective on transformative professional learning in relation to the impact of teaching” includes not only the issues of “European teacher” and “Europeanness” in education systems, but it also focuses on learning which is transformative in a professional context.


List of deliverables.
Academic network event and summer schools (mini-conference) Other 2020-02-20 16:33:21
Guideline for Building Institutional Links Other 2020-02-20 16:33:21
Starters’ Package Other 2020-02-20 16:33:22
Publicity material Other 2020-02-20 16:33:21
QA Guidelines Documents, reports 2020-02-20 16:33:21
Recruitment strategy and advertising vacancies Other 2020-02-20 16:33:21
Website Other 2020-02-20 16:33:21

Take a look to the deliverables list in detail:  detailed list of EDiTE-EJD deliverables.


year authors and title journal last update
List of publications.
2020 Tamas Toth
What does “what we do does” do? Playing with the ontologically performative structures of educational parallaxes.
published pages: forthcoming, ISSN: 1740-2743, DOI:
Journal for Critical Education Policy Studies Volume 1, Number 1 2020-03-13
2019 Kinley Seden
Constructing Teacher Subjective Theory of Assessment
published pages: , ISSN: , DOI:
1 2020-03-11
2019 Nikolett Szelei, Luís Tinoca, Ana Sofia Pinho
Rethinking ‘cultural activities’: An examination of how teachers utilised student voice as a pedagogical tool in multicultural schools
published pages: 176-187, ISSN: 0742-051X, DOI: 10.1016/j.tate.2018.12.020
Teaching and Teacher Education 79 2020-03-11
2019 Nikolett Szelei, Luís Tinoca, Ana Sofia Pinho
Professional development for cultural diversity: the challenges of teacher learning in context
published pages: 1-17, ISSN: 1941-5257, DOI: 10.1080/19415257.2019.1642233
Professional Development in Education 2020-03-11
2019 Lucie Bucharová
Grammars of Schooling in the Post-Authoritarian Context: A Comparative Study of Changing Teaching Practices in Elementary Education in Czech, Polish and Portuguese Schools
published pages: 125-134, ISSN: 2450-3452, DOI: 10.34862/fo.2019.1.8
Educational Forum Vol 31, No 1(61) 2020-03-11
2019 Kovacs, Helena
Teacher learning in innovative learning environments, in the context of educational reforms and developmental interventions
published pages: , ISSN: , DOI:
1 2020-03-11
2017 Josefine Wagner
“Der Struwwelpeter” – A Critical Analysis of a Pedagogical Trend
published pages: 103-117, ISSN: 2544-0071, DOI:
Social Studies: Theory and Practice Vol. 3, No. 2 2020-03-11
2019 Tamas Toth
Crossing the Threshold in the Margins. From the Critique of Ideology Towards Emancipatory Pedagogical Praxis
published pages: , ISSN: , DOI:
1 2020-03-11
2019 Yunga Godoy Deisi Cecibel
Educating the reflective professional in teacher education: professional learning in teaching and in other professions
published pages: , ISSN: , DOI:
1 2020-03-11
2019 Csilla Pesti
The evolution of teacher education programs in different countries with a special focus on the role of practicum in developing teacher competences
published pages: , ISSN: , DOI:
1 2020-03-11
2019 Dev Raj Paneru
Information Communication Technologies in Teaching English as a Foreign Language: Teacher Perspective
published pages: , ISSN: , DOI:
1 2020-03-11
2017 Csilla Pesti
Európai doktori tanulmányok a tanárképzés területén: átformáló tanári tanulás a jobb tanulói tanulásért egy kialakuló európaikontextusban
published pages: 102-110, ISSN: 0133-2570, DOI:
Pedagógusképzés – Pedagógusképzők és -továbbképzők folyóirata 16(44), 2017/1-4 2020-03-10
2019 Deisi C. Yunga
Transformative Learning: The Richness of Formality and Informality
published pages: 69-90, ISSN: 0354-5415, DOI: 10.5937/andstud1902069y
AndragosÌŒke studije 2019, No. 2, December 2019 2020-03-11
2018 Csilla Pesti, János Gordon Győri, Erika Kopp
Student Teachers as Future Researchers: How do Hungarian and Austrian Initial Teacher Education Systems Address the issue of Teachers as Researchers?
published pages: 35, ISSN: 2232-2647, DOI: 10.26529/cepsj.518
Center for Educational Policy Studies Journal 8/3 2020-03-05
2019 Vasileios Symeonidis
Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning
published pages: , ISSN: 0141-8211, DOI: 10.1111/ejed.12347
European Journal of Education 2020-03-05
2018 Ezra Anthony Howard
Building Foundation on Sand: Certified Tefl Teachers’ Shifting Identity Through Practice
published pages: 159-175, ISSN: 1803-7437, DOI: 10.5817//sp2018-2-9
Studia Pedagogica vol. 23, no 2 2020-03-05
2019 Josefine Wagner
“Weakness of the Soul:” The Special Education Tradition at the Intersection of Eugenic Discourses, Race Hygiene and Education Policies
published pages: 83, ISSN: 2459-3842, DOI: 10.12681/cjp.21073
Conatus 4/2 2020-03-05
2018 Anna Babicka-Wirkus, Lucie Bucharová Bucharová
VIII Polish Qualifications Framework. The education of researchers or transformative practitioners?
published pages: 43-53, ISSN: 2083-4381, DOI: 10.18276/psw.2017.1-04
Pedagogika Szkoły Wyższej 2020-03-05
2018 Michael Schratz, Vasileios Symeonidis
Transnational Perspectives of Transformative Teacher Learning in an Emerging Europe
published pages: 7, ISSN: 2232-2647, DOI: 10.26529/cepsj.593​
Center for Educational Policy Studies Journal 8/3 2020-03-05
2018 Nikolett Szelei, Ines Alves
The The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal
published pages: 79, ISSN: 2232-2647, DOI: 10.26529/cepsj.513
Center for Educational Policy Studies Journal 8/3 2020-03-05
2018 Helena Kovacs
Change, Challenge, Transformation: A Qualitative Inquiry into Transformative Teacher Learning
published pages: 99, ISSN: 2232-2647, DOI: 10.26529/cepsj.510
Center for Educational Policy Studies Journal 8/3 2020-03-05
2018 Malte Gregorzewski
Where Teachers Learn Through Work and Students Work to Learn: An Empirically Informed Report on Two Examples of Educational Innovations From a German School
published pages: 137, ISSN: 1803-7437, DOI: 10.5817/sp2018-2-8
Studia paedagogica 23/2 2020-03-05
2018 Vasileios Symeonidis
Revisiting the European Teacher Education Area: The Transformation of Teacher Education Policies and Practices in Europe
published pages: 13, ISSN: 2232-2647, DOI: 10.26529/cepsj.509
Center for Educational Policy Studies Journal 8/3 2020-03-05
2017 Tamás Tóth, György Mészáros, András Marton
We should’ve made a revolution: A critical rhapsody of the Hungarian education system’s catching-up revolutions since 1989
published pages: 465-481, ISSN: 1478-2103, DOI: 10.1177/1478210317751268
Policy Futures in Education 16/4 2020-03-05

Are you the coordinator (or a participant) of this project? Plaese send me more information about the "EDITE-EJD" project.

For instance: the website url (it has not provided by EU-opendata yet), the logo, a more detailed description of the project (in plain text as a rtf file or a word file), some pictures (as picture files, not embedded into any word file), twitter account, linkedin page, etc.

Send me an  email ( and I put them in your project's page as son as possible.

Thanks. And then put a link of this page into your project's website.

The information about "EDITE-EJD" are provided by the European Opendata Portal: CORDIS opendata.

More projects from the same programme (H2020-EU.1.3.1.)

i-CONN (2019)

Interdisciplinary connectivity: Understanding and managing complex systems using connectivity science

Read More  

BIGMATH (2018)

Big Data Challenges for Mathematics

Read More  

synBIOcarb (2018)

Synthetic biology of carbohydrate-binding proteins: engineering protein-carbohydrate interactions for diagnostics and cell targeting

Read More