Annual conferences focusing on methodology and findings of educational research in the Czech Republic are one of the most distinctive activities of CAPV. National conferences have been organized regularly and continuously since 1992, often also with a significant international participation of researchers from abroad. The principle is to rotate the conference venue, usually among the nine Czech Faculties of Education or other institutions. This makes it a prerequisite for greater involvement of various academic institutions and for more effective contacts and communication of experts in educational research. The proceedings of all the conferences organized so far have always been published in a hard copy or electronic version. Since 2000, a methodological seminar for doctoral students has become an integral part of every conference.
Transformations of education and their reflection in educational research
August 29 – August 31, 2022
This year, the Czech Education Research Association celebrates the 30th anniversary of conferences since its inception. From the very beginning in 1992, the association’s conferences were focused on sharing topics and methodological approaches reflecting the educational reality, which developed in the Czech Republic in a new and, above all, free environment. In this context, it is possible to ask several questions that can be answered at the conference, either through research results or joint discussions.
Transformations of Czech education research and the role of CERA. From retrospective to perspective
Over the past three decades, Czech education research has undergone the process of professionalisation, methodological cultivation, and conceptual, institutional, and personal revitalisation. In this way, it has responded to the challenges faced by the transformation of education, the internationalisation of research, the changes of state science policies, and the arrival of a new generation of researchers.
Education science strives to be recognised as a relevant social science in full standing with other scientific disciplines; it is focused on the reality of education, contributing to improved quality of education and school systems through cooperation with teachers and communication with education governance frameworks. A major role in this process is played by the Czech Education Research Association (CERA/ČAPV), which is commemorating 30 years of its existence this year. As a professional organisation, CERA endeavours to bolster the prestige of education research, to make use of acquired knowledge, to reflect the needs of education practice and the new challenges of a changing educational landscape. One significant CERA contribution is the support of cooperation and friendly interpersonal relationships among the expert community.
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The past two years have been profoundly challenging for provision across the continuum of education. While there has been a recognition of the centrality of high quality education to the maintenance of a healthy social fabric, the manner in which this is achieved has been contested at all levels. We have seen enormous changes in some aspects of educational provision, often delivered with haste and with little opportunity to reflect on their medium to long term impact. While many of these changes have been perhaps grudgingly accepted as necessary to maintain a sense of systemic and educational integrity, others have been celebrated as radical and far-reaching transformations that have allowed us to conceptualise the purpose and potential of education differently. As we, hopefully, move out of the period of crisis questions are increasingly being posed as to what, if anything, will remain of the changes made since 2019?
It is against the above background that this paper will seek to explore the role played by educational research and educational research associations during the pandemic and will unpack a number of different aspects of ‘doing’ educational research.
Among the concepts to be explored will be the research policy nexus as it applies to education as well as ,a necessarily limited, examination of how this impacted on the types of initiatives and innovations implemented across Europe and beyond. In addition there will be an exploration of the contested nature of educational research – drawing in particular on European research traditions. The manner in which the pandemic has increased the ‘permeability of educational spaces ‘, bringing new, distinct and at times diverse voices into the debate about the nature and purpose of educational provision will also be examined.
Time will also be given to an exploration of the impact of the past two years on those who do research, and in particular early career researchers, given the potential long term impact of disrupted career pathways.
This keynote speach will be presented online. Please contact us at email@example.com to receive the link.