NESTT

The complexity of the current European society, which is marked by a great cultural, ethnic and religious diversity, as a result of the influx of immigrants and the significant number of refugees; the economic and political challenges, in particular the context of crisis that has intensified the unemployment, poverty and social inequality; the project of European construction, which aims to promote common values of equality, democracy and citizenship, which constantly faces difficulties in materialising, among many other Problems. These are challenges that are emphasised in the many contexts of everyday life, including of course the school context. This reality brings highly demanding challenges to education in general and to specific educational contexts, which demand for a (re) consideration of the school and teachers’ role all over Europe, being this is a real problem and whose path is simply a joint inclusion at a European level.
The schools, which are strongly marked by that complexity, need urgent support, mostly the ones integrated in deep vulnerable areas, such as the TEIP, not only in Portugal but also in the foreign countries who participate in the project. At a European level, the challenges are common: i) school dropout, ii) school failure, socio-economic and educational inequalities), and iv) refugees inclusion and ethnic minorities, contexts which require collaborative work among teachers, the development of trans disciplinary projects, and the search of new pedagogical and didactic approaches, in particular the inclusion through the teaching of arts, digital and networking.
Reviewing what was mentioned above, this project proposes two assumptions:

i) “Yes, I Can” – by targeting a first approach to the student’s skills and, specifically, to those supporting the learning process, and

(ii)) “Teachers Make a Difference” – to highlight how teachers can make a difference in different educational contexts.
Thus, it is essential to acknowledge, how students learn and how teachers are trained in the different partner countries and, according to that information, how teachers should be trained in order to deal with those realities, which seem to exist throughout Europe.
In order to realise the necessary effectiveness to the intervention, particularly with regard to the continuing teacher training in the different partner countries, it is important to reflect on the policies and current practices of teacher academic education, as well as the amendments to be made in order to develop awareness and competence of these professionals to work in new realities of learning. Therefore, taking into account the diagnosis of needs previously referred, the general objectives of this project are:

I) to understand the processes and the students’ learning skills, in a way of promoting school success and an effective equality of opportunities;

II) to reflect on the policies and practices related to initial and continuing teacher training, under the paradigm of lifelong learning;

III) to develop teachers’ innovative skills, scientific dimensions, didactics, pedagogical, social and ethics skills;

IV) to promote a democratic and inclusive school, transforming it into a space of citizenship and equality for all the educational agents.

As for specific objectives, it is considered relevant: i) to identify students’ skills and learning processes in diverse contexts;
II) share positive experiences and innovative practices that promote professional development and teaching practice,
based on the networking practice at a European level;

III) to cooperate with partners in order to improve the policies, practices,
and the professional personnel in education in Europe;

IV) to qualify teachers/trainers to work in and for Europe;

V) to upgrade teacher’s training systems in Europe in order to get to know the main educational, social, economic and cultural challenges.
The direct participants are teachers/trainers belonging to Casa do Professor Training Centre, and from all partner organisations.
The project will produce indirect effects on the teachers involved in the learning actions, who aim to disseminate the knowledge and results, in the students, and in the local,  regional and national educational community. It is also predictable that some effects will arise in various contexts and groups at a local, regional, national and European level. The
implementation of this project with transnational dimension will therefore contribute to: i) the internationalisation and revitalisation of the participating organisations;

II) the knowledge development on educational systems and initial and continuing teachers training;

III) teachers/trainers certification at a European level, and the development of the European citizenship dimension in all participants.

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