The Project R.E.C. aim is to develop an innovative methodological approach to vocational teachers incoming and/or in-service training (Continuing professional development), shared and enriched by European partners experiences.
Analysis of the needs
Over the past decade, multiple surveys indicate that educators, parents, teachers recognize the need for a broad educational agenda to not only improve academic performance but also to enhance students’ relational-emotional competences, character, health, and civic engagement (Metlife, 2002; Public Agenda, 1994, 1997, 2002; Rose & Gallup, 2000). The project, matured by continuous professional comparison among different European partners involved, seeks to answer:
- to teachers needs, who require to learn new ways to deal with their professional role difficulties ;
- to today’s European society needs, which aims to offer its young citizens a high quality education.
Objectives of the project
- Develop an innovative methodological approach to vocational teachers incoming and/or in-service training;
- Strengthen the teachers emotional and relational skills;
- Sustain motivation to the care of professional self of teachers and reduce, consequently, their work-related stress and the risk of demotivation through the use of new technologies;
- Support the development of innovative practices of collaborative learning, stimulate critical thinking, open learning and flexible;
- Offer teachers space for reflection, physical and virtual (e-learning), where to share, even with foreign colleagues, difficulties related to the profession and to develop functional strategies to overcome;
- Identify a “best practice kit”, thanks also to the use of technology, through the European comparison in order to verify, in different social and cultural realities, the validity of the proposed intervention. A kit that will enrich the toolbox of essential tools, bringing into play not only cognitive/ technical skills but also, and above all, emotional and relational competences.
- Developing tools and quantitative able to:
- bring out personal beliefs of the teachers at the base of their profession;
- correlating the strengthening of the teachers’ R.E.C with the improvement of the climate classroom, with the decrease of the drop-out risk in students and teachers (as evidenced by a number of international research: Zinseer et al., 2014; Zinseer, Courby, 2014; Burchfield, 2013; Jennings, Grennberg, 2009; Hughes, Kwok, 2007; Hamre, Plant, 2006; Sutton, Wheatley, 2003; Frymier, Houser, 2000);
- promoting equity and inclusion in education , training to high-quality education;
- Develop monitoring and evaluation tools able to:
- ensure quality actions;
- highlight dysfunctions and problems by providing clear indicators about how to act;
- permit the transparency of the intermediate and final results to the end user;
- Preventing early drop-out, improving relationship’s quality in the classroom;
- Urging students, through the action of teachers trained in R.E.C, the development of their soft skills (emotional and relational).
Some researches support the importance of policies and interventions to infuse social emotional curricula in schools. The role of teachers in supporting students social and emotional readiness for classroom learning has been recognized, but instruction in students’ well-being and social emotional competences are a low priority in teacher preparation programs (B.Waajida, P.W. Garnerb & J. E. Owenb, The international Journal of emotional education, V. 5, n.2, 2013 – USA).
Relevant topics addressed by the project
- International cooperation, international relations, development cooperation
- New innovative curricula/educational methods/development of training courses
- Research and innovation
The project activities and results are shown in detail in the specific sections and will have effects on multiple levels.
The R.E.C training, the realization of Web-based training platform (Output 02) will reinforce teachers’ emotional and relational competences with positive effects on:
- the use of technical and functional strategies to relationship dynamics and conflict management in the group-class and support of students with difficulties;
- the use of problem-solving techniques, functional to the management of problematic situations in classroom, resulting in lower levels of work-related stress and the drop-out risk in teachers;
A teacher, expert in REC, will be able to better manage these skills, with positive effects on students:
- Improving the quality of students learning;
- improving relationship dynamics in the group-class, with consequent decrease in physical violence and I or psychological within the group itself (The role of teachers in supporting students ‘ social and emotional readiness for classroom learning has been recognized);
- decrease in indirect school dropout behaviour.
Through the publication and dissemination of educational-informational material, such as e-book, “REC methodology guidelines”, EBook “our experience: towards the realization of an European project”, portal and web platform, the project wants to promote the changes in the social level:
- Spreading of a school culture focused on R.E.C: a vocational training that place in the middle the emotional and relational reflection about experiences lived.
- Stimulation of political debate about need to establish a professional training about these issues around the teaching staff, in order to ensure a quality education for young European citizens in line with European standards.
Target and participants
The Multiplier events will be catalysts for participants at different levels (education, research, university, school) thanks to the international project breath, to the participation of European partners and the media sponsorship.
At the events, we will invite local and regional authorities, such as Regional Department of Education, which already collaborate with partners in other projects. Thanks their participation, we can involve several schools in the area, which may express their intention to
participate actively in the output “Training and R.E.C” (Output ID: 03). Specifically we will involve:
- In Naples, 15 groups of 15 teachers (225 in total). Specifically 10 groups led by 1.P.Ra nd 5 by University “Parthenope”;
- In Romania, 10 groups of 10 teachers (100 in total);
- In Slovenia, 10 groups of 10 teachers (100 in total);
- In Bulgaria, 10 groups of 10 teachers (100 in total);
- In Norway, 10 groups 10 teachers (100 in total).
All teachers (625) and their students (about 6000) will have to complete the “School kit: questionnaires and observational grilles regarding R.E.C.”(Output ID: 01) . It is important to evaluate the effectiveness of the intervention in the different phases of the project. In parallel, the same number of teachers and students, who will not participate in training R.E.C (control group), will have to fill the on line school kit too. This practice will allow comparing results and assessing the effectiveness of the proposed intervention.
All teachers will have their own private area on the” Web-based training: interactive web multimedia platform” (Output ID 02), where they will able to share photos, videos, logbooks. All other participants will have open access to the public area of the web multimedia platform and will be able to download and interact with the loaded media (contents, webinar, live-streaming, e-learning).
We publish on this page the guidelines of REC training prepared after the project meetings....
Active listening may not per se solve the problem, but can be an initial step. With active listening we can help speaker to raise awareness on the problem. Further this kind of communication can help establish emotionally safe environment that motivate a...
Active listening is a communicational skill that, if done authentically, provides teachers with a way to establish symmetrical, emphatic, non-dependant relationships with students, parents and co-workers. By using active listening, we achieve better...