The WFATE biannual Conference 2025 and ATEE Spring Conference will focus on 

Teacher education in a global world

Global competence has become essential in today’s society. Both pre-service and in-service teachers must be prepared to teach effectively in multicultural environments and foster global competence in their students. This competence is a multifaceted concept tied to key elements of the teaching profession, including collaboration, inclusion, social responsibility, and cross-cultural communication. There is a growing need for approaches and educational settings that can better support the development of global competence in teacher education programs, making it easier for future educators to cultivate this critical disposition.

Which are the current issues and situations of local, global and cultural significance (e.g., poverty, economic interdependence, migration, inequality, environmental risks, conflicts, cultural differences and stereotypes) in education? What is the capacity to understand and appreciate different perspectives and world views? How do teachers have to be trained to have the ability to establish positive interactions with people of different national, ethnic, religious, social or cultural backgrounds or gender? How constructive action toward sustainable development and collective well-being are being faced and implementend in teacher education and research?

The joint of the WFATE biannual meeting and the ATEE Spring conference 2025 in Tarragona aims at discussing the current and potential issues on Global Education research and practices by examining past developments, while also considering future challenges. Approaches from theory to practice are welcome. In particular, this meeting will focus on the role of teacher research and practice in providing opportunities for sustainable, and equity in teaching and learning processes that acknowledge the concept of global education, in order to face the needs and challenges of a global world.

Scholars, school staff (head teachers, teachers, educators, etc.), policy makers and Ph.D. students are invited to submit proposals (empirical research, theoretical study, practitioner presentation, case studies, etc.) to critically explore sub-themes such as the following.

Abstracts are invited for the following themes/sub-themes:

1. Teacher education and pedagogical perspective in global education
2. Digital innovation and Artificial Intelligence (AI): schools, teachers and students in a hybrid world, breaking time and space boundaries.
3. Sustainability in teaching and learning processes and school improvement.
4. Inter and multicultural approaches to education
5. Innovative ways for teacher education.

Participants are invited to contribute to the conference proceedings in four ways:

• Oral presentations: traditional oral presentations of an abstract for a double-blind peer review (including title, 300-word abstracts, 3 keywords). The decision will be communicated directly to the author/s.
• Doctoral Consortium: Similarly to traditional oral presentations, doctoral students who wish to present their ongoing research can submit an abstract for a double-blind peer review (including title, 300-word abstracts, 3 keywords). The decision will be communicated directly to the Ph.D. students, who will present their communication on the pre-conference day, and a panel of experts will give them feedback.
• Poster presentations: the space for posters is limited by the venue and it is necessary to submit an abstract for review to be assigned a poster space (including title, 300-word abstracts, 3 keywords). Poster information.
• Symposiums: these proposals will be dedicated to a very specific topic that could be related to a same line of research that has been already put together by a few authors. Essentially, the Chairs will have to present a document with the title and an abstract of the symposium proposal, together and the abstracts of each communication (300-word abstracts, 3 keywords, a maximum of 4 communications per symposium). The decision will be communicated directly to the chair/s.

IMPORTANT NOTE:

Each presenting author is allowed a maximum of 3 abstract submissions, independently of the type of submission.

Publications

The abstracts of all the presentations accepted will be published in an e-book of abstracts.

Selected papers will be published in UTE T&T UTE Teaching & Technology (Universitas Tarraconensis) (urv.cat). Further information about this  publication and the deadlines for full-text submissions to the journal will be sent to the author/s and will be published on the conference website in the coming months.