2. Teachers

2.2. Teachers and their relationships with pupils and parents

A supportive long-term relationship between the teacher and learner is crucial for improving learner engagement and achievement. Positive relationships with learners also increase teachers’ job-satisfaction. Trust-based, respectful and cooperative relationships between teachers and learners, their parents and the wider community also influence positive learning outcomes.

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Please note that for the moment the content on the resource pages is available in English only.

Life is Diversity (Leben ist Vielfalt) Students’ network

The main aim of the network is to prepare student teachers to teach in diverse classrooms. Specifically, the network aims to: - help student teachers develop intercultural sensitivity; - inspire ideas and promote the implementation of intercultural practices in schools; - act as a network for student teachers who are interested in inter-culturality and heterogeneity; - act as a forum for discussion and exchange about challenges and approaches in the teaching in diverse classrooms; - provide student teachers with specific knowledge and practical experiences. The group initiates the exchange of information and experience about teaching in intercultural settings, and organises support measures for refugees. The main target group of the network is student teachers, but practicing teachers and other relevant groups such as university staff are also targeted. The network was initially intended for student teachers with a migrant background, but it soon shifted its focus towards all students.

Areas: 2. Teachers; 5. Stakeholders involvement

Subareas: 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; 3.6. Extended and extra-curricular learning

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: Germany

Supporting Inclusive School Leadership (SISL)

The Supporting Inclusive School Leadership (SISL) project investigated how to promote inclusive school-level leadership and provided supportive tools. The project considered that leadership for inclusive education aimed at achieving full participation in meaningful learning opportunities, high achievement and well-being for all learners, including those most vulnerable to exclusion.

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; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 4.3. Spaces for parents and involvement in educational activities; 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; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; RU; SK; SL; SR; SV; TR

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

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