Vasileios Symeonidis

Vasileios Symeonidis
Karl-Franzens-Universität Graz | KFU Graz · Institute of Education Research and Teacher Education

PhD

About

37
Publications
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Introduction
Vasileios Symeonidis is a Postdoctoral Researcher at the Institute of Education Research and Teacher Education at the University of Graz, Austria. He has previously worked as a Marie Skłodowska-​Curie fellow for the European Doctorate in Teacher Education (EDiTE) and is currently board member of TEPE and InFo-TED. His research interests include teacher education policy and practice, international and comparative education, and experiential dimensions of learning.

Publications

Publications (37)
Article
Full-text available
This paper aims to explore the phenomenon-based approach in teaching and learning, through the pedagogical lenses of phenomenology, the philosophy of phenomena. The phenomenon-based approach has informed the new core curriculum for basic education in Finland, which has officially introduced multidisciplinary learning modules as periods of phenomeno...
Article
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Within the broader landscape of the European Higher Education Area, teacher education receives increasing significance as an academic field that contributes to the quality of the teaching labour force and consequently impacts student learning. This paper aims to explore the European Teacher Education Area (ETEA) by analysing to what extent and how...
Book
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This book explores the phenomenon and process of Europeanisation in the field of teacher education. Drawing on comparative case studies in Austria, Greece and Hungary, it examines empirical data and analyses key themes around the continuum of teacher education, the development of teacher competence frameworks, and the support to teacher educators....
Article
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The status of teachers and the teaching profession is currently under pressure from the reform agendas of governments and international organisations. This article examines the perceptions of teacher unions about changes in teacher status under the influence of new public management and its dominant discourse of new professionalism. The analysis is...
Article
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Following the severe impact of the Covid-19 pandemic on education systems in Europe, the EU has been called upon to provide a concerted response to the crisis in a context where member states provided their own diverse responses. Against this background, the aim of this article is to uncover and critically examine the EU's education policy discours...
Article
In diesem Beitrag wird zunächst das Curriculum der begleitenden Lehrveranstaltungen zur Induktionsphase im Bundesland Tirol vorgestellt. Im Weiteren werden quantitative und qualitative Ergebnisse aus der Befragung der Vertragslehrpersonen (n=100) zu den begleitenden Lehrveranstaltungen dargestellt, verglichen und analysiert. Die Aussagen können ein...
Article
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After years of integration and efforts to converge European education, the EU has visibly gained influence on various aspects of national education systems, including teacher education. This paper explores whether, and to what extent, European expectations and policy initiatives, focusing particularly on the Bologna process, have an influence on na...
Article
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In this article, we provide a theoretical conceptual analysis of FridaysForFuture (FFF) and of its effort in promoting the governance of socioeconomic transition toward sustainable development. FFF is a social movement that has received outstanding public recognition and visibility across the world in the last 2 years and is of great interest to ed...
Article
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This article aims to provide insights on a phenomenological approach to educational research through the use of vignettes. The specific approach was developed at the University of Innsbruck in Austria in order to explore students’ learning experiences as they occur in the classroom. A vignette is a thick description of the lived experience of the r...
Book
Die Schwierigkeit, Phänomene des (Nicht-)Verstehens (empirisch) angemessen zu erfassen, wird in diesem Band aus einer breiten (inter-)nationalen und (inter-)disziplinären Perspektive erläutert. Wir alle kennen Erfahrungen des Verstehens und Nicht-Verstehens und wir erfahren diese teilweise als schmerzhaft, beunruhigend oder schwierig. Die Herausfor...
Chapter
In diesem Beitrag wird erörtert, wie der Forschungsansatz der Critical Incident Technique (CIT) als ein Mittel zur Erfassung der Reflexionsfähigkeit und der Verstehenskapazität an der Universität von West-Mazedonien im Lehramtsstudium verwendet wird. Die Ergebnisse eines laufenden Forschungsprojektes, das aus den Praktikumstagebüchern der Studieren...
Article
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Starting point for developing this thematic focus issue was the 2018 Comparative Education Society in Europe conference that took place in Nicosia, Cyprus. As the outcome of collegial discussions among Greek and Swedish comparative education researchers, we realised that a large amount of Greek students enrolled in the Master Programme ‘Internation...
Article
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Η Εκπαίδευση του Παγκόσμιου Πολίτη έχει πρόσφατα αναδειχθεί ως μια προσέγγιση που προωθεί την παγκόσμια πολιτειότητα και βοηθάει στην κατανόηση παγκόσμιων φαινομένων κοινωνικής, πολιτικής, οικονομικής και περιβαλλοντικής φύσεως. Το παρόν άρθρο στοχεύει σε μια συγκριτική ανάλυση του τρόπου με τον οποίο προσεγγίζεται η παγκόσμια πολιτειότητα στα εκπα...
Article
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Die Frage nach der Haltung von Lehrer*innen ist keine neue, aber der Diskurs darüber, was das Handeln von Lehrpersonen ausmacht, welche Aspekte neben Professionswissen bedeutsam werden, wenn von Professionalität die Rede ist, wird auch wieder in der Schulforschung relevant. Was sind pädagogische Haltungen? Wie können sie in Studienplänen des Lehram...
Article
Full-text available
https://www.qualitaetsoffensive-lehrerbildung.de/de/european-doctorate-in-teacher-education-transnationale-forschung-in-der-europaeischen-2280.html
Chapter
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During the past twenty years, an accelerating process of Europeanization of national policies related to teachers and teacher education has been witnessed, so that various policy initiatives have emerged at the level of the EU. The aim of this article is to examine how teacher education is defi ned and consolidated in EU teacher-related policies ov...
Article
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Während der letzten zehn Jahre hat sich Österreich durch die Reform der PädagogInnenbildung Neu schrittweise von einem Land mit einem zweigliedrigen Bildungssystem, welches nach Schultypen unterscheidet, zu einem System entwickelt, das auf einer gemeinsamen Ausbildung für Lehrerinnen und Lehrer der Sekundarstufe basiert. Lebenslanges Lernen und Kom...
Chapter
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In diesem Beitrag wird die Reform der „PädagogInnenbildung NEU“ vor dem Hintergrund der europäischen Entwicklungen analysiert, insbesondere die Kompetenzorientierung und das Kontinuum der Lehrer*innenbildung. Die Ergebnisse dieses Beitrags stammen aus einer Vergleichsstudie zur Europäisierung in der Lehrer*innenbildung, in der untersucht wurde, inw...
Article
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The aim of this article is to examine the development and implementation of teacher competence frameworks in Hungary. Supported by European structural funds, Hungary introduced a teacher competence framework for initial teacher education in 2006 and another for the career promotion and appraisal of teachers in 2013. Employing the process tracing me...
Article
Full-text available
Across Europe, governments are increasingly reforming teacher education in an effort to improve education and raise student performance. Since 2009, Austria initiated a nationwide reform to restructure teacher education towards a competence-oriented model, in order to overcome the traditional separation in the teaching workforce and foster cooperat...
Article
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This paper aims to examine to what extent and how teacher education in Hungary reflects contemporary European policy and research developments with regard to the continuum of teacher education, meaning the overarching unity of initial teacher education, induction, and continuing professional development. First, the paper examines European policy do...
Chapter
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This paper aims to examine the contemporary European policy debate on supporting teacher educators and to analyse against this backdrop current advances in their professional status in two post-socialist countries and members of the EU: Hungary and Poland. In a thorough desk research supplemented by interviews, the motives, directions and key actor...
Chapter
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This paper presents the findings of the EDiTE theme survey with regard to the thematic pillar “Emerging European Context.” Employing Scharmer’s theory of social fields, the paper brings together perspectives of the EDiTE researchers and supervisors related to the following: (a) participants’ views of the “old Europe” and “future Europe” with regard...
Chapter
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The following chapter describes the educational project “Future Schools”, its main ideas, the way it was implemented and the impact it had on the educational community. Future Schools is an educational initiative that aims to study and better understand key aspects of learning based on the active collaboration of students, teachers and the wider co...
Technical Report
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The present document summarises the discussions of the satellite roundtable on asylum seekers and refugees, held on 10 November 2015 at the 2nd European Conference on Engaging SMEs in Apprenticeships, organised by Cedefop. The objective of the satellite roundtable was to discuss how work based learning and apprenticeships can support the efficient...
Thesis
Full-text available
Global citizenship education (GCE) has recently emerged as a dynamic approach to education capturing the interest of various stakeholders, including academics, educators and international organisations worldwide. In an increasingly interconnected and interdependent world, GCE is seen as a transformative pedagogy that can empower learners to resolve...
Technical Report
Full-text available
This study, commissioned by EI, seeks to elevate the voices of education unions in order to better understand the factors affecting the status of teachers and education workers. It aims to gather data on various aspects of teacher policy and serve as a reference for unions’ advocacy work, also providing a basis for EI’s report to the Joint Internat...
Article
Full-text available
This paper identifies and critically analyses the key neoliberal policies that have reshaped Sweden's education system over the last two decades and transformed students' learning. Since the 1990s and under the influence of neoliberalism, Sweden has introduced market-oriented policies in education and is currently considered to have one of the most...

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Projects

Projects (3)
Project
The aim of this project is to comparatively examine policies and practices in Austria and France related to the internationalisation of teacher educators’ professional development by analysing national policy frameworks, policies of higher education institutions, and practices that teacher educators are undertaking locally. The project is financed by OeAD and the French Embassy in Austria under the Scientific & Technological Cooperation scheme.
Project
Quality assurance has been a central challenge for educational work for decades. Whereas until now the focus has been on the performance of students and the associated question of how their learning can be optimized, in recent years the focus has increasingly shifted to the professionalization of educators and educational leaders and the further development of their "key competencies for lifelong learning". In order to study learning in heterogeneous groups, the phenomenologically oriented vignette was developed as a research tool at the University of Innsbruck. It describes in dense scenes the learning experiences of students at close range. This results in differentiated insights into learning, which are made usable for the professionalization of future pedagogues (elementary, primary, special and vocational education, sec. I+II) and future pedagogical leaders within the framework of the project "ProLernen". The vignette is thus used as a professionalization tool in the training of pedagogues and pedagogical managers at tertiary educational institutions (universities, teacher training colleges) as well as for school development (incl. kindergarten and other formal educational institutions) and quality management.
Project
The European Doctorate in Teacher Education (EDiTE) is a four-year project supported by the European Union’s Horizon 2020 research and innovation programme, Marie-Sklodowska-Curie grant agreement number 676452. The theme of the EDiTE program, Transformative Teacher Learning for Better Student Learning within an Emerging European Context, draws on the deep interdependence of educational research and practice. Therefore, over the course of the project, the EDiTE community envisions growing into a leading European network for innovation in teacher education, accessible to academics, practitioners and policy makers. More information is available here http://www.edite.eu/