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.

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

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

Unit on ‘Responding to student diversity in the primary classroom’

The unit is compulsory for 2nd and 3rd-year Bachelor’s student teachers enrolled in primary education programmes at the University of Malta. It has been integrated in the new Master in Teaching and Learning in October 2016. The unit aims at preparing student teachers to teach students with a diverse background, through gaining both theoretical knowledge and practical experience on diversity.

There are two main aspects of the unit’s activities:

1. Theoretical training: In the first semester, student teachers are introduced to the topics of diversity and inclusion, and to approaches on how these can be addressed in the classroom, including through the use of individual educational planning (IEP) (through reflection on one’s own background, discussion and group work).

2. Practical training: In the second semester, while student teachers are doing their six-week teaching practice, they have to identify a student who is having some difficulty in coping with learning and implement an IEP for that student’s inclusion in education process.

Areas: 2. Teachers; 3. Support to learners

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; 3.8. Targeted support - Language; 3.9. Refugees, Migrants and Roma

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: Malta

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