2. Teachers

A significant body of research has shown that the support learners receive from teachers is the most important predictor of school engagement. This strong relationship has been found for social, emotional and behaviour well-being and attitudes. Teachers are increasingly expected to become facilitators of learning. By motivating, guiding and continuously supporting all learners, teachers can help learners to become the masters of their own learning. This requires that teachers develop a powerful and trust-based relationship with learners and their parents.

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ENhancing Teacher REsilience in Europe (ENTREE)

The project ENhancing Teacher REsilience in Europe (ENTREE) aims to enable young European teachers to improve their resilience in the face of increasing demands of rapidly changing school contexts. It was launched in 2014 and provides diverse learning opportunities and tools for teachers, both online and face-to face; it is supported by a team of international experts from five European countries (CZ, DE, IRL, MT, PT) and from Australia. The ENTREE project refers to teacher resilience as “the process of, capacity for, or outcome of positive adaptation and ongoing professional commitment and growth in the face of challenging circumstances”. Teachers are assisted to draw on personal, professional and social resources, to “bounce back” and to also thrive professionally and personally, and to experience job satisfaction, positive self-beliefs, personal wellbeing and an ongoing commitment to the profession.

Area: 2. Teachers

Subareas: 2.2. Teachers and their relationships with pupils and parents; 2.4. Well-being of teachers

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Czech Republic; Denmark; Ireland; Malta; Portugal

INCLUD-ED Interactive Groups

Interactive Groups is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. INCLUD-ED analysed educational strategies that contribute to overcoming inequalities and promote social cohesion, and those generating social exclusion, particularly focusing on vulnerable and marginalised groups. Interactive Groups are used to improve the education of children and youth in different contexts. They consist of grouping students in a class into small heterogeneous groups, each of them supported by an adult. Each of these groups is organised around four or five students, in a heterogeneous way regarding ability level, gender, culture, language and ethnicity. This example provides an understanding of IG and the results of their practice.

Areas: 2. Teachers; 3. Support to learners; 4. Parental involvement

Subareas: 2.1. Teacher skills and competences; 3.5. Learning and assessment; 3.9. Targeted support: Migrants, Roma; 3.10. Targeted support - special educational needs and learning difficulties; 4.3. Spaces for parents and involvement in educational activities

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

ITE Modules on ‘Teaching bilingual children’ & 'General education/Christian studies, philosophy of life and citizenship'

The aim of the module on ‘Teaching bilingual children’ is to prepare all future teachers in Denmark to teach bilingual children. The module aims to prepare future teachers to identify educational challenges linked to second (state) language in the teaching of subject knowledge and to favour bilingual pupils' linguistic and academic development in linguistically diverse classrooms. The module on ‘General education/KLM' aims to prepare all future teacher in Denmark to be able interpret public school purposes, the development of professional ethics and to handle complex challenges in the teacher work in the context of cultural, value-based and religious diversity. It aims for future teachers "in a nuanced and reflective way, (…) to relate to ethical, political, democratic and religious challenges associated with education, parent involvement and school in a globalised society". Both measures are mandatory at all university colleges providing ITE in Denmark.

Image: Rawpixel / Pexels.com

Area: 2. Teachers

Subareas: 2.1. Teacher skills and competences; 2.3. Initial Teacher Education and Continuing Professional Development of teachers

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Denmark

Nordic Projects to Combat School Dropout

The aim of the report Nordic Projects to Combat School Dropout is to improve and inspire new initiatives for young people, and to create enriching contacts between actors and organisations in the Nordic region.
The Nordic Web Resource on Dropout from Upper Secondary Education was a project commissioned by the Nordic Council of Ministers and run by the Nordic Welfare Centre between 2012 and 2015. The aim of the project was to compile good examples of initiatives aimed at increasing the proportion of young people in the Nordic region who complete upper secondary education.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 1.4. Cooperation within education systems; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 2.4. Well-being of teachers; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.6. Extended and extra-curricular learning; 3.7. Monitoring learners at risk; 3.8. Targeted support - Language; 3.9. Targeted support: Migrants, Roma; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; Communication and information; 4.2. Parents' involvement in school governance; 4.3. Spaces for parents and involvement in educational activities; 4.4. Family learning; 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Denmark; Finland; Iceland; Norway; Sweden

Preventive Resilience Intervention – UPRIGHT

With mental health issues having been multiplied among young people on a global scale, UPRIGHT is a project that teaches the skills needed for good physical and mental health. It is being implemented in schools, and early adolescents, their families, and all school staff of the participating schools are involved.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 2.4. Well-being of teachers; 3.1. Well-being of learners; 4.4. Family learning

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Denmark; Iceland; Italy; Norway; Poland; Spain

System of two teachers in Denmark

Researchers from Aarhus University in Denmark together with Ramboll Management Consulting conducted a large-scale randomized trial - the first of its kind in Denmark - on behalf of the Ministry of Education. The study examined the effects of three types of systems with two teachers in the classroom and the impact it would have on students' progression, their well-being and participation in schools. The results show that all three types of systems with two teachers have some positive effects - but in different ways.

Area: 2. Teachers

Subarea: 2.3. Initial Teacher Education and Continuing Professional Development of teachers

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Denmark