Innoirea practicilor pedagogice ale profesorilor d..
Innoirea practicilor pedagogice ale profesorilor de stiinte umaniste in era digitala
Date du début: 1 août 2016,
Date de fin: 31 déc. 2017
Our school’s prime concern is to ensure more quality to the education offered, by constantly adapting to the community’s requirements and learners’ needs and by relating to the European dimension of modern education. Therefore, we have aimed at diversifying the educational offer yearly, with opportunities to education for all students, while placing special emphasis on those activities meant to diminish the risks of school failure and abandonment, and to create propitious conditions for the students’ harmonious development in the terms of interculturality and diversity. To participate in the project activities is an opportunity for the teachers involved in it to improve their competences, aptitudes and attitudes which will enhance their level of professional quality, ability to innovate and truly contribute to efficient education. Professional development programmes are hardly available especially for those teachers with high teaching certifications (Grad didactic 1); this is rather frustrating as the only state provider of free courses for the already experienced teachers remains the Teachers’ County Club (CCD). The current courses here target beginner teachers or trainees about to acquire their first certification of teaching experience and competence. This gap amplifies the risk of professional levelling among the teachers already situated at the peak of their career. So, as part of a system reset to suit an ever changing context, we depend on such mobility projects in order to meet the new general social demands and the specific curricular standards. This will facilitate teachers’ access to ways of refreshing their teaching methodologies, skills and competences involving the new technologies to be integrated in the normal teaching practice.The objectives of the project are: -to support the professional development of the teaching staff with regard to methodology, educational techniques and strategies; -to generate linguistic acquisitions (especially of the new developments in foreign languages) and communication skills for the language teachers; -to raise awareness of countries and cultures among the project participants, by professionally connecting with others at a European level, for having an active social role and refining our sense of European identity and citizenship; -to consolidate fair high standards of and positive appreciation for our schooling institution in the community so that it may efficiently respond to all learners’ needs, through attractive programmes and activities; -to ensure greater acknowledgement of our teaching competences freshly developed at the training courses abroad.Six teachers (2 English teachers, 2 French teachers and 2 of Humanistics) will benefit from the teacher development activities in this project; their selection was based on the conclusion of the SWOT analysis that most deficiencies concern the Humanities department. Some participants have never accessed European funds for professional development, others accessed such grants a rather long time ago. Thus a new training course will help them to improve or gain teaching skills, methods and techniques with a generalised impact on education, facilitate integration of the new technologies in classwork, increase abilities to present and produce new learning materials, and to motivate youth in the discovery of cultures and civilizations (especially of English and French expression) and of the latest theories and practices from their specialisations.The main activities of the project are: participation in the courses (workshops, debates, discussions, field trips, teamwork), dissemination, (self)evaluation and practical translation of the fresh knowledge and strategies into the class environment and beyond. These will exert a favourable long-term impact on our institution due to more professionals enabled to create an educational offer of good quality, really useful extra-curricular activities for the students, better partnership with their parents and the community. Another point worth considering is the prestige factor for the school and how relevant such projects are in the external assessment of the institution and of each member of the teaching staff, on account of their enriched teaching methodologies and the know-how of integrating sensibly the new technologies for each particular discipline. What is more, the student beneficiaries will implicitly be able to develop thinking skills, creativity, problem-solving skills. Thus the students’ keener interest in applying the new information and building personal autonomy for the mature life stage will lead to their social and professional integration, including the disadvantaged categories and minorities, and also to a sustained lifelong learning.
CHELTENHAM Gloucestershire, Wiltshire and Bristol/Bath area
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