National and Kapodistrian University of Athens

Leeds School of Arts

University of Thessaly

University of Nicosia

Agora

The European Wergeland Centre

Products

Project

The projects meets the need for teachers’ training in Democratic pedagogies and the development of democratic ethos by using Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC).

The RFCDC offers a comprehensive conceptual model of the 20 competences (CDC) that individuals require in order to function as democratically and interculturally competent citizens and 138 indicators. These are therefore the competences that need to be targeted by educators in order to empower learners to act as competent and effective democratic citizens. These will also help to inform teaching practice and curriculum planning and assessment.

So the main priority tackled in the STEP UP-DC project identifies the significance of Initial Teacher Training (ITT) and particularly of the practicum during the PracticeTeaching Programs (PTP) for the development of teachers’ professional knowledge and skills, the formation of their professional perspectives and views on social role of education is well documented.

Project

The projects meets the need for teachers’ training in Democratic pedagogies and the development of democratic ethos by using Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC).

The RFCDC offers a comprehensive conceptual model of the 20 competences (CDC) that individuals require in order to function as democratically and interculturally competent citizens and 138 indicators. These are therefore the competences that need to be targeted by educators in order to empower learners to act as competent and effective democratic citizens. These will also help to inform teaching practice and curriculum planning and assessment.

So the main priority tackled in the STEP UP-DC project identifies the significance of Initial Teacher Training (ITT) and particularly of the practicum during the PracticeTeaching Programs (PTP) for the development of teachers’ professional knowledge and skills, the formation of their professional perspectives and views on social role of education is well documented.

Aims and Objectives

The STEP UP-DC project aims to develop an innovative student teachers Training Programme (TP) on developing CDC based on transnational cooperation between partners with different national educational background and potential to contribute to it with different national experiences. It will include a set of tools for the Training Programme, a process of certification and IT based Open Educational Resources.
Our aim is for this TP will be integrated into pre-school, primary and secondary Teacher Training Programs but to be also available as Continuing Professional Development (CPD) course leading to relevant certification.

The overarching objectives of this project are to:

guide and support the development of teaching skills for the promotion of democratic culture in formal education
provide a clear and practical module of a Teacher Training Program on the implementation of CDC
respond to the growing demand of teachers for official certification of their knowledge and skills developing a certification process of teaching CDC
provide an open educational web resource consisting of practical resources and guidelines accessible by qualified and trainee teachers, and by Teacher Training Institutes.
develop a set of quality indicators for the implementation of CDC in PTPs.Our aim is for this TP will be integrated into pre-school, primary and secondary Teacher Training Programs but to be also available as Continuing Professional Development (CPD) course leading to relevant certification.

STE UP-DC responds to an urgent need for teachers to be prepared to implement CDC and to support schools as hubs for democracy and inclusion.
It is an educational initiative aimed at fostering intercultural dialogue involving teachers and pupils from an early age and basically stresses the social and educational value of democracyOur aim is for this TP will be integrated into pre-school, primary and secondary Teacher Training Programs but to be also available as Continuing Professional Development (CPD) course leading to relevant certification.

Project Structure

The project will be divided into three major phases:

Phase 1 (Nov 2019-May 2020)

Goals:
1) needs analysis,
2) discussion and decision (TP and certification),
3) development of the materials 3) plan the OER.

Phase 2 (Jun 2020-Feb 2021)

Goals:
1) development and implementation of the TP,
2) evaluation of the implementation,
3) research and discussion on certification issues,
4) design and creation of the OER and their digital context,
5) development of open educational resources

Phase 3 (Mar 2021-Aug 2021)

Goals:
1) evaluation,
2) completion of the interpretation and evaluation of the TP,
3) development of training materials,
4) development, implementation, evaluation and promotion of certification process,
5) development of the OER,
6) development of quality assurance processes,
7) writing and publishing

Phase 4 (Sep 2021- Dec 2021)

Goals:
1) evaluation,
2) development of quality assurance processes,
3) development of the Open Educational Recourses,
4) exploitation/dissemination/sustainability

Phase 5 (Jan 2022-Apr 2022)

Goals:
1) evaluation,
2) development of quality assurance processes,
3) exploitation, dissemination,
4) finalising Open Educational Recourses

Phase 1 (Nov 2019-May 2020)

Goals:
1) needs analysis,
2) discussion and decision (TP and certification),
3) development of the materials 3) plan the OER.

Phase 2 (Jun 2020-Feb 2021)

Goals:
1) development and implementation of the TP,
2) evaluation of the implementation,
3) research and discussion on certification issues,
4) design and creation of the OER and their digital context,
5) development of open educational resources

Phase 3 (Mar 2021-Aug 2021)

Goals:
1) evaluation,
2) completion of the interpretation and evaluation of the TP,
3) development of training materials,
4) development, implementation, evaluation and promotion of certification process,
5) development of the OER,
6) development of quality assurance processes,
7) writing and publishing

Phase 4 (Sep 2021- Dec 2021)

Goals:
1) evaluation,
2) development of quality assurance processes,
3) development of the Open Educational Recourses,
4) exploitation/dissemination/sustainability

Phase 5 (Jan 2022-Apr 2022)

Goals:
1) evaluation,
2) development of quality assurance processes,
3) exploitation, dissemination,
4) finalising Open Educational Recourses

Expected Results

The project will spark the further understanding and application of the democratic culture at a time when it seems that our society takes steps backward in its reactions to new conditions (populism, a rise of the extreme right and extremism, racism, Islamophobia). It will give the chance to all partners to share knowledge and experience on educational policies, teacher education in preschool, primary and secondary education and the certification of teaching competences of people in each country.

It is clear that the project realizes genuine synergies between different fields of education and training. At the same time, it will contribute to the development of innovative programs which will modernize teachers’ initial training based on European standards and values. Moreover, the project will contribute to the development of new knowledge on the challenges and opportunities in university partnerships and the exchange of experiences among experts, especially in the context of collaborations which concern the promotion of the affective and cognitive side of European values.

The project will provide a model for the evaluation of the development and implementation of such pedagogical and educational projects referring to RFCDC, where we can find concrete recommendations on assessment of CDC and a reach open access educational material on CDC.

The immediate implementation of the CDC by our universities and the well-grounded proposal of modules and resources to universities and teachers’ education and training organisations, will be a key trigger for the orientation of student teachers PTP of all future teachers in CDC. Above all, it will directly affect new teachers that can effectively integrate the CDC in their teaching in order to develop a common sense of European citizenship and identity based on the cognitive dynamics of the European values.

Education in CDC and its teaching application in everyday school practice will act transformationally as well, as students in higher education, who are young people, through their training will be aware in a small or big extent in the democratic culture at the school.

Expected Results

The project will spark the further understanding and application of the democratic culture at a time when it seems that our society takes steps backward in its reactions to new conditions (populism, a rise of the extreme right and extremism, racism, Islamophobia). It will give the chance to all partners to share knowledge and experience on educational policies, teacher education in preschool, primary and secondary education and the certification of teaching competences of people in each country.

It is clear that the project realizes genuine synergies between different fields of education and training. At the same time, it will contribute to the development of innovative programs which will modernize teachers’ initial training based on European standards and values. Moreover, the project will contribute to the development of new knowledge on the challenges and opportunities in university partnerships and the exchange of experiences among experts, especially in the context of collaborations which concern the promotion of the affective and cognitive side of European values.

The project will provide a model for the evaluation of the development and implementation of such pedagogical and educational projects referring to RFCDC, where we can find concrete recommendations on assessment of CDC and a reach open access educational material on CDC.

The immediate implementation of the CDC by our universities and the well-grounded proposal of modules and resources to universities and teachers’ education and training organisations, will be a key trigger for the orientation of student teachers PTP of all future teachers in CDC. Above all, it will directly affect new teachers that can effectively integrate the CDC in their teaching in order to develop a common sense of European citizenship and identity based on the cognitive dynamics of the European values.

Education in CDC and its teaching application in everyday school practice will act transformationally as well, as students in higher education, who are young people, through their training will be aware in a small or big extent in the democratic culture at the school.

The project will produce a teacher training program and its evaluation process, and also the relevant educational material which will:

a. support the development of self-awareness, empathy, problem solving and conflict resolution skills among student teachers.

b. support the development of student teachers’ and educators’ professional skill sets and practices relevant to intercultural and inclusive education.

c. develop a scheme for under-graduate Practice Training Program of student teachers and by doing so will bridge universities and schools by transition students’ knowledge and experience to their mentors.

d. develop a model for a trainings delivery using innovative and evidence-based socio-pedagogical methods that will be cost effective and will lead to a sustainable outcome after the completion of the funding.

e. lead to the establishment of a Network of experts in teacher education and especially in education for democratic culture.

f. develop a set of quality indicators for internal evaluation of the educational and pedagogical projects.

g. support the development of transnational and inter-university cooperation for the development of certified knowledge and skills of teaching.

Target Groups

In its development and implementation, the project affects directly

Student teachers
Teachers/educators
School communities
Higher Education Institutions/Academics and staff
A minimum of 500 student teachers and 100 teachers is expected to be involved in implementation.
Larger numbers of student teachers and academics (>60.000), teachers/educators (>200.000), educators school communities and their broader communities (>300.000 people) will benefit from the results of the STEP UP-DC project.

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