The ATEE 2026 Annual Conference is titled Crossing borders with and in teacher education. Where does this theme come from?

The theme emerged from a very real tension we experience every day in teacher education – between the local and the global, between tradition and innovation, between what education systems demand and what teachers and students actually need. At its core, the conference addresses a dual challenge: on the one hand, teacher education as a means of responding to the complexities of our increasingly interconnected global landscape, and on the other hand, teacher education as a field that is itself enriched by breaking down barriers – between disciplines, between actors, between theory and practice. We live in a time when borders are more visible and more contested than ever, and, as a training ground for the educators of the future, teacher education has a duty to navigate this tension.

What kinds of ‘borders’ are you referring to – can you give some examples?

We are thinking about borders in the broadest possible sense, and the conference programme reflects this very intentionally. There are geographical borders: teacher education often operates within national frameworks, shaped by government policies, cultural values, and pedagogical traditions. However, we want to explore what happens when we transcend those frameworks, fostering cross-border collaboration, and building truly interconnected classrooms.

Then there are disciplinary borders. Teacher education intersects with psychology, law, history, sociology, and so many other fields. We want to champion inter- and multi-disciplinary approaches to preparing teachers for their profession.

We are also thinking about institutional borders – the silos that so often separate universities, schools, policymakers, and other stakeholders. Breaking these borders down, creating genuine partnerships and communities of practice, is essential if teacher education is to be aligned with what is really needed in today’s classrooms.

Cultural borders matter enormously too. Contemporary teachers are navigating increasingly diverse cultural contexts every single day. Empowering them – through initial education and continuous professional development – to foster inclusivity, equity and understanding is one of the most pressing tasks we face.

And then there are personal and professional borders – the invitation to push the boundaries of traditional roles, pedagogies, and mindsets. Innovative pedagogies, new routes into the profession, new methods of professional development: all of this is very much part of our conversation.

Finally, and perhaps most intriguingly, we want to explore temporal borders. We tend to think of time as linear – past, present, future in neat succession. But teacher education stands to gain enormously from less linear perspectives: looking back to understand what has worked, building critically on existing good practices, and imagining futures that are not simply extensions of the present.

Why is this theme particularly relevant right now?

On the eastern edge of our continent, the Russian invasion of Ukraine has made the question of borders devastatingly real for millions of people, including teachers and students. Many Ukrainian children are now in Polish, German, Czech, and other European classrooms. Their teachers – and the teaching assistants working alongside them – face challenges that no curriculum fully prepares you for. At the same time, we see a troubling resurgence of nationalism and exclusion in many parts of Europe. Teacher education has a responsibility to respond, preparing educators who are not just technically competent, but who are genuinely committed to democratic values, inclusion, and human dignity.

So this is not just an abstract or academic theme. It is urgent.

ATEE is celebrating its 50th anniversary at this conference. What does that mean for the event?

It means a great deal to us. The ATEE has been building bridges between teacher educators across the continent for half a century – that is a remarkable achievement! The anniversary makes the conference extra special. We want to look back at what has been accomplished, but more importantly, we want to look forward. What does teacher education in Europe need to become in the next fifty years? What borders do we still need to cross together?

Hosting this anniversary conference in Białystok is both a great honour and a great responsibility. We want to create an event truly worthy of that moment – and the temporal dimension of the theme feels very fitting for an anniversary year.

What can participants expect from the conference programme?

We are designing a programme that reflects the theme in its structure as well as its content. There will be keynote addresses from leading international scholars, but also workshops, roundtables, and collaborative sessions that genuinely bring people together across national and disciplinary lines. We want to create space for early career researchers and doctoral students – crossing borders means welcoming new voices into the conversation.

We are also particularly proud of the cultural programme. Białystok and the Podlaskie region have so much to offer in terms of multicultural heritage, art, music, and landscape. Historically, this city has been a meeting point and melting pot of Polish, Belarusian, Ukrainian, Lithuanian, and Jewish traditions – aligning with the conference theme in a very profound way. We want participants to experience the richness of this beautiful place, not just the inside of our conference hall!

A final word – why should someone come to Białystok in 2026?