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Working group 3

Working group 3. Component supporting development of teacher competences and practices for inclusive education. Issues to be considered. IE should be philosophy Although some groups of pupils request special support , teachers need generic competencies

kenneth-mooney
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Working group 3

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  1. Working group 3 Component supporting development of teacher competences and practices for inclusive education

  2. Issues to be considered • IE should be philosophy • Although some groups of pupils request special support , teachers need generic competencies • Teachers need to reflect on aims of education • Establishing inclusive school culture requires a mentality that teachers need to work with pupils, parents, communities • Key importance of values, mindsets, attitudes

  3. Elements of the modules • Cross-curricular approach as a long term objective (modules as project implementation modality) • Needs to prepare teachers for managing diversity • Develop key competences (transversal, horizontal) • Making teachers aware of their own prejudices • Encourage reflections of broader roles of teachers in society • Cooperation with schools • Preparation of teachers for school curriculum development • Less theoretical knowledge, to equip teachers with practical tools • Research components / continuous formative assessment of the impact of the module

  4. Criteria for selection of institutions to participate in the modules development and implementation • Three modules: for pre/service, in/service and module for teacher educators • Openness for cooperation with NGO providers experienced in IE (in module development, implementation and assessment) • Cooperation between in/service institutions and pre/service faculties to ensure continuing support for teachers • Trainings should be in schools / moving from the universities to schools • Modules itself should reflect inclusive approach (collaboration, respect for diversity…) • Potential for sustainability

  5. Inclusive teachers’ network • Overview of in/service, exchange of existing programmers, study visits • Examples of good practices • Dissemination through links on University websites, Balkan association of…, subject teachers’ and other associations • Tools for school (self) evaluation (Index for Inclusion and other tool developed in countries) • Reflections of the purpose / why should we think about it…on web portal

  6. Practical suggestions for project component 3 • Open call to institutions to participate in module development and implementation (based on above criteria and development plan) • Prioritize institutions and NGO that have experience in IE, show sensitivity and initiative • Organize seminars retreats to develop and continually evaluate program, • Include teachers from the network in the module development, providing incentives to share experiences

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