sign in sign up
<<
Home , Graz, University of Graz

Vasileios Symeonidis, MSc PhD

Personal Data

Name Vasileios Symeonidis Date of birth October 26, 1990 Place of birth , Greece Nationality Greek

Professional status assistant – Postdoctoral researcher Address University of Institute of Education Research and Teacher Education Merangasse 70/II, 8010 Graz, Telephone +43 (0)316 380 - 3849 Email [email protected]

Main areas of research • Teacher education policy and practice: teacher competences, doctoral networks in teacher education, the professionalisation of teacher educators • International and comparative education: policy transfer, comparative case studies

Education March 2016 – Feb. 2019 University of , Department of Teacher Education and School Research, Austria Graduated with a PhD in Education, graded “sehr gut” (excellent). PhD thesis: “Europeanisation in teacher education: Comparative case studies of teacher education policies and practices in Austria, Greece and ”, supervised by Prof. Christian Kraler and Prof. Gábor Halász. Completed as a Marie Sklodowska Curie fellow in the framework of the European Doctorate in Teacher Education (EDiTE) – European Joint Degree, receiving a second PhD degree from the Eötvös Loránd University, Hungary and an EDiTE certificate by 5 .

Feb. 2017 – June 2017 Eötvös Loránd University, Faculty of Education and Psychology, Hungary Mobility semester for 5 months in the framework of the European Doctorate in Teacher Education. Research internship at the Hungarian Association of Teacher Educators.

Sept. 2013 – June 2015 University, Institute of International Education, Graduated with the Master of Science in International and Comparative Education, graded with A (excellent). Master thesis: “Towards global citizenship education: A comparative case study of primary school policy and practice between Greece and Sweden”, supervised by Dr Mikiko Cars.

Sept. 2008 – July 2012 Aristotle University of Thessaloniki, School of Primary Education, Greece Graduated with the Degree in Primary Education, ranked 4th with a grade of 9.58 out of 10. Bachelor Thesis: “Historiography and school history: convergences and divergences”.

July 2011 – Dec. 2012 University of , Department of Education, Finland Erasmus exchange student for 6 months. Certificate of “Erasmus in Schools” for teaching in Finnish schools.

Sept. 2005 – June 2008 7th Lyceum of Kalamaria, Thessaloniki, Greece Upper secondary education and preparation for the Greek “Panhellenic Exams”.

Work experience October 2020 - Today University Assistant – Postdoctoral Researcher , Institute of Education Research and Teacher Education, Austria Conducting research in the working group “Empirical educational research” led by Prof. Heike Wendt. Responsible for teaching the courses: Methods of empirical educational research, Individuality, difference and social dynamics in learning communities

March 2019 – Sept. 2020 University Assistant – Postdoctoral Researcher , Department of Teacher Education and School Research, Austria Contributed to the workings of the “Teacher education research group”, undertaking research on teacher induction policies and ethos in the teaching profession. Taught a total of three undergraduate and one postgraduate courses: Integration of professional competences, Educational research and development of schools and lessons, Learning and teaching in diversity context, Research in the field of formal education and school practice.

March 2016 – Feb. 2019 Early Stage Researcher – Marie Sklodowska Curie Fellow University of Innsbruck, Department of Teacher Education and School Research, Austria Conducted research in the framework of the European Doctorate in Teacher Education (EDiTE). Assisted in the management of Work Package One – Project Coordination. Organised the EDiTE lectures at the University of Innsbruck, virtual seminars and workshops for the project, and was guest editor of an EDiTE focus issue in the CEPS Journal (Vol. 8, No. 3, 2018). Acted as the student representative of EDiTE researchers for the year 2017/2018.

Nov. 2016 – Dec. 2017 Research Intern (External) European Institute of Education and Social Policy, , Completed mapping templates, conducted interviews, and contributed to desk study research for the European Commission’s “Study on policy measures to support, develop and incentivise teacher quality”, published in 2018.

Oct. 2015 – Feb. 2016 Trainee European Centre for the Development of Vocational Training (CEDEFOP), Department for Learning and Employability, Thessaloniki, Greece Comparative analysis of the state of play of apprenticeships in and research on how work placements can support a faster integration of refugees in the labour market. Liaised with the apprenticeship team on relevant activities under the apprenticeship project.

June 2014 – March 2015 Research Assistant Education International, Research Unit, , Administered the global scale study on “The status of teachers and the teaching profession”, and specifically, formulated the survey, analysed quantitative and qualitative data, and produced the final report, published in 2015. Conducted research in Global Citizenship Education and the Education for All (EFA) Assessment.

Awards and recognitions

Academic prizes October 2019 “Recognition award of the City of Innsbruck Jury 2019”, awarded by the Vice- for Research at the University of Innsbruck for excellent reviews of doctoral dissertation (€500).

Bursaries and scholarships Sept. 2013 – June 2015 Postgraduate scholarship by John S. Latsis Public Benefit Foundation in Greece, in order to study at Stockholm University (2-year grant, €20,000). July 2011 Präsidentenstipendium from Goethe Institute of Thessaloniki in Greece for participating in the project “: Yesterday and Today” (Berlin, 07/2011). September 2008 Bursary for top performance in 2008 Greek national university entrance exams by Eurobank (€1,000).

Mobility funding and study visits 15-19 April 2019 Erasmus+ Teaching Mobility at the University of Western Macedonia, Department of Primary Education, Florina, Greece.

Professional affiliations and networks

International cooperation • Board member of the Teacher Education Policy in Europe Network (TEPE) • Council member of the International Forum for Teacher Educator Development (InFo-TED) • Alumni of the European Doctorate in Teacher Education (EDiTE)

Editorial and peer-review activities • Editorial board member for Center for Educational Policy Studies Journal (CEPS-J) published by the University of . • Reviewer for the European Journal of Education published by Wiley. • Reviewer for the European Journal of Teacher Education published by Routledge.

Memberships • Member of the Austrian Association for Research and Development in Education (ÖFEB). • Member of the Comparative Education Society in Europe (CESE). • Member of the European Association for Research on Learning and Instruction (EARLI). • Member of the American Educational Research Association (AERA).

Languages • English. Proficient: Certificate of Proficiency in English, University of Michigan (2006) – International English Language Testing System (IELTS) (2013), University of Cambridge. • German. Proficient: Goethe Zertifikat C1. • Greek. Native speaker.

International activities • European Educational Research Summer School (EERSS): Methods and Methodology in Educational Research (10-14 July 2017). University of , Austria. • Summer School in Sociologies of Education (SUSEES) (4-7 July 2016). EERA Network 28 – Sociologies of Education. University of Naples Federico II, . • Optimization Strategies for Youth Information (June 2013). Youth in Action. Action 4.3. , . Trained in writing applications for European youth projects.

Publications • Symeonidis, V. (2021). Europeanisation in teacher education. A comparative case study of teacher education policies and practices. New York, : Routledge. • Symeonidis, V. & Schwarz, Johanna F. (Hg.) (2020). Erfahrungen verstehen – (Nicht-)Verstehen erfahren. Potential und Grenzen der Vignetten- und Anekdotenforschung in der Annäherung an das Phänomen Verstehen. Wien, Innsbruck, Bozen: Studienverlag. • Symeonidis, V., & Stromquist, N. P. (2020). Teacher status and the role of teacher unions in the context of new professionalism. Studia Paedagogica, Vol. 25, No. 2, pp. 23-45. https://doi.org/10.5817/sp2020-2- 2 • Symeonidis, V. (2020). Tracing the value of teacher education in EU teacher-related policies. In K. Smith (Eds.), Validity and Value of Teacher Education Research (pp. 291-311). : Fagbokforlaget. • Symeonidis, V., & Schratz, M. (2019). Die Reform der LehrerInnenbildung in Österreich: Einblicke von außen und Ausblicke nach innen. In M. L. Braunsteiner & C. Spiel (Eds.), PädagogInnenbildung Festschrift für Andreas Schnider (pp. 426-438). Heiligenkreuz im Wienerwald: Be & Be Verlag. • Symeonidis, V. (2019). Europäische Entwicklungen in der Lehrerinnen- und Lehrerbildung: der systemische Wandel in Österreich am Beispiel des Entwicklungsverbunds West. Forschungsperspektiven, Band 11, pp. 13-36. Wien: LIT Verlag. Available at: http://media.obvsg.at/AC15531545-2001 • Symeonidis, V. (2019). Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning. European Journal of Education, Vol. 53, No. 3 pp. 400-412. DOI: https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12347 • Symeonidis, V. (2018). The struggle to reform teacher education in Austria. Hungarian Educational Research Journal, Vol 8, No 3, pp. 73-88. Available at: http://herj.lib.unideb.hu/file/3/5bf40b6d825b6/szerzo/HERJ_2018_3_6.pdf • Symeonidis, V. (2018). Revisiting the European Teacher Education Area: The Transformation of Teacher Education Policies and Practices in Europe. Center for Educational Policy Studies Journal, Vol 8, No 3, pp. 13-34. DOI: https://doi.org/10.26529/cepsj.509 • Schratz, M. & Symeonidis, V. (2018). Transnational Perspectives of Transformative Teacher Learning in an Emerging Europe. Center for Educational Policy Studies Journal, Vol 8, No 3, pp. 7- 12. DOI: https://doi.org/10.26529/cepsj.593 • Symeonidis, V. (2017). Weaving the threads of a continuum: Teacher education in Hungary from the perspective of European developments. Studia Paedagogica, Vol 22, No 4, pp. 131-149. DOI: https://doi.org/10.5817/SP2017-4-7 • Symeonidis, V. & Gajewska-Dyszkiewicz, A. (2017): Revealing The Hidden Profession? Recent Developments to Support Teacher Educators in Europe – The Cases of Hungary and . In Rasinski, L., Toth, T., Wagner, J., European Perspectives in Transformative Education. Wroclaw: University of Lower Silesia Press, pp. 144 - 167. Available at: http://hdl.handle.net/11479/295 • Symeonidis, V. & Schwarz, J. F. (2016): Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology: the recent curriculum reform in Finland. Forum Oswiatowe, 28(2), pp. 31 - 47. Available at: http://forumoswiatowe.pl/index.php/czasopismo/article/view/458 • Symeonidis, V. et al. (2016). The Future Schools Project: An educational initiative to raise students’ voice. In A., Montgomery & I. Kehoe (eds.) Reimagining the Purpose of Schools and Educational Organisations, Part II, pp. 35-48. London: Springer. DOI: https://doi.org/10.1007/978-3-319-24699-4_4 • Symeonidis, V. (2015). The status of teachers and the teaching profession: A study of education unions’ perspectives. Brussels: Education International. Available at: http://download.ei- ie.org/Docs/WebDepot/The%20Status%20of%20Teachers%20and%20the%20Teaching%20Profession.p df • Symeonidis V. (2015). Towards Global Citizenship Education. A comparative case study of primary school policy and practice between Greece and Sweden. Master’s Degree in International and Comparative Education, No. 36. Institute of International Education: Stockholm University. Available at: http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A849684&dswid=-7568 • Symeonidis, V. (2014). Learning in the Free Market. A Critical Study of Neoliberal Influences on Sweden’s Education System. International Journal of Educational Policies, Vol. 8, No. 1, pp. 25-39. ISSN: 1307-3842. Available at: http://ijep.icpres.org/2014/issue1/vol8n1symeonidis.pdf • Symeonidis, V. (2012). Διδάσκοντας ιστορία στα σχολεία της Φινλανδίας (Teaching History in Finnish Schools). Nea Paideia, Vol. 142, pp. 54-59. : Patakis Publishers (in Greek).