Teachers' training and professional development on inclusive education
- Séminaire web
This European Toolkit for Schools Webinar focused on teacher training and professional development for teachers receiving refugee children and who are learning how to manage culturally diverse classrooms.
13 May 2022 | Duration: 90 min
This webinar is part of the 2022-webinar series organised by the European Toolkit for Schools. The webinar focused on teachers' training and professional development programmes that equip teachers and headmasters with the knowledge and skills to teach in a diverse classroom and to implement and further develop intercultural and inclusive practices.
What was the webinar about?
How can we best receive the children and young people who are fleeing wars in our schools, and at the same time give them a decent education? The current war places new demands on many schools in Europe. In this webinar, we discussed research and practical experiences of receiving refugee children, and how to manage classrooms with many cultures and languages. The webinar presented research on multicultural classrooms, practical experiences of how to support teachers working with refugee children and the PICELS project, a pan-European mapping of successful intercultural and inclusive practices in the classroom that includes among other outputs a teacher-training guide.
Gunilla Lindqvist is an associate Professor in Education and Senior Lecturer in education and special education at Uppsala University. Gunilla is the director of studies for the doctoral programme and for the master's courses in education. Her research interests are directed at preschool, school and special school with a special focus on leadership and professions as well as prerequisites for learning and inclusion. She is part of international and national networks and collaborates in education and special education. She will soon publish a book written with professor Monika Vinterek at Dalarna University that focuses on the multicultural classroom and aims to prepare for meetings with a school with many students with a foreign background.
Monika Lindvall is a teacher and teacher trainer that, among other things, is responsible for professional development initiatives, conferences and networks at the Swedish National Centre for Swedish as a Second Language at Stockholm University. She has thorough experience of cooperating with municipalities, universities and national authorities around different aspects of teaching newly arrived students in school.
Professor Rodríguez-Izquierdo Rosa earned her Ph.D. in Education and Society from University of Seville a in 2002. She is currently a full professor of Education at the Universidad Pablo de Olavide (Seville, Spain). She is a social pedagogue who conducts research on multicultural education and teacher training. Her work has focused on inclusive education, citizenship and multicultural education, curriculum reform, teacher’s attitudes toward relevant practices, and the relationship between quality teaching, schools improvement, and social inequality. The prime focus of her work is the relationship between culture and schooling and how the children of immigrants acquire the necessary educational credentials and skills for upward mobility in a globalise world, and experience cultural shifts through the process of migration.She is particularly interested in studying how teachers help students who attain significantly higher levels of schooling than their parents and in understanding how to support quality teaching in systems where access to schooling has expanded rapidly.
Jose Domingo is a teacher at the Malala CEIP school in Sevilla, Spain. He holds a Masters in Bilingual Education from University of La Rioja and believes in active and playful pedagogies for language and content learning.
Dr Per Kornhall is an independent author, lecturer, and consultant in school development and education. He was Director of Education at the Swedish National Agency for Education with a responsibility for national development projects in science and technology. Since 2013, Per has been a member of the European Commission’s network of independent experts in education currently organised by ECORYS. Per is also member of the Royal Swedish Academy of Science’s working group 'School in the Future' and was 2018-2019 member of the European Education and Training Expert Panel set up by the European Commission. He has also been an editorial member of the European Toolkit for Schools since 2016.