The Teacher Education Policy in Europe (TEPE) network is an academic network that brings together teacher educators, educational researchers, policy makers, teachers and practitioners from Europe and beyond to identify and discuss key elements that contribute to strengthening teacher education and the quality and professionalism of teachers in schools. TEPE Network is dedicated to advancing research in and on Teacher Education in order to inform policies. TEPE Network builds on previous European collaborative projects in the field of teacher education policy – Thematic Network on Teacher Education in Europe, TNTEE and the EUDORA project, which aimed at high quality teacher education throughout Europe.

The theme of the 14th TEPE conference is ‘Sustainability and ethics in teacher education and education policy”. Through this theme, the TEPE network hopes to explore teacher education, the teaching profession and teacher education policy through explicitly ethics and sustainability-related perspectives. This theme connects with important global developments, trends and discourses, and therefore reflects societal needs. Today, at least 250 million children are still not able to read, write or count adequately even after at least four years in school. There is a steadily increasing body of evidence that in many countries students learn far less than expected and needed for their future lives. Consequently, millions of young students face the prospect of losing out on opportunities because school has failed to educate them to succeed in life. UNESCO has reported that by 2030, more than half of the world’s children and young people―over 800 million―will not have the basic skills. This challenge to policy makers and educators is known as the learning crisis (World Bank 2019; Stepping up… 2018, Ministry for Foreign Affairs). Urgent themes are how teacher education can provide solutions to the global learning crisis through teachers’ high-quality professional work and by creating sustainable learning opportunities for all learners. Through the conference, we hope to explore what these concepts entail in teacher education and teacher education policy, and how might we make sure that while the ethical and sustainable solutions are called for in all areas of life, also teacher education and related policies acknowledge their responsibility.

Ethics and sustainability can be explored through many perspectives. For instance, we may ask, does teacher education and policy take into account the changing global situation? What are the prerequisites for sustainable teacher education policy? The teaching profession is considered to be an ethical profession, but how does this important aspect manifest itself in teacher education policy, and to what extent do teacher education policy acknowledge and support high standards of ethics? How could education policy support teacher quality and commitment?

In today’s World, we need to be mindful of how resources are used. The concept of sustainable teacher education policy implies a sustained vision and persistent work towards key goals rather than buzz words and short-term goals. What would a sustainable teacher education policy look like? How can it be achieved, and how does prior research inform the quest for sustainable teacher education policy?

These, and other related questions will be explored through keynote speeches, parallel thematic sessions, panels, working sessions and poster presentations around three main themes, namely:

Theme 1. Towards more sustainable education and overcoming the global learning crisis: a new challenge for teacher education policy and practice

Theme 2. Teaching as an ethical profession

Theme 3. Sustainability in teacher education and teacher education policy

This conference provides opportunities to share research findings in teacher education, relate research to teacher education policies and policy-making, and engage in fruitful and visionary discussion on how to bridge research-based knowledge and policy-making in an effort to create sustainable teacher education where beneficence and justice have a high priority.

Scientific Committee

TEPE Board Members:

Prof. Joanna Madalińska-Michalak, University of Warsaw, Poland (TEPE Chair, 2016 – ) – Chair

Prof. Björn Åstrand, Karlstad University, Sweden (TEPE Chair, 2007-2010)

Prof. Brian Hudson, Karlstad University, Sweden, and University of Sussex, England (TEPE Chair, 2010-2014)

Prof. Eve Eisenschmidt, Tallinn University, Estonia

Prof. Judith Harford, University College Dublin, Ireland

Prof. Erika Löfström, University of Helsinki, Finland

Prof. Teresa Moran, University of Dundee, Scotland

Prof. Hannele Niemi, University of Helsinki, Finland (TEPE Chair 2014-2016)

Prof. Teresa O’Doherty, Marino Institute of Education, Ireland

Prof. Jens Rasmussen, Danish Pedagogical University, Denmark

Prof. Marco Snoek, Hogeschool van Amsterdam, Netherlands

Prof. Pavel Zgaga, University of Ljubljana, Slovenia


Local organizing committee:

Professor Hannele Niemi

Professor Erika Löfström

Lecturer Solveig Cornér

Assistant Simona Savin-Gardberg