Centro de Recursos para Docentes

This teachers' handbook is intended to serve as a practical resource to help teachers and teacher educators to gain understanding of the multiple issues of inclusion in their day-to-day work and acquire competencies that facilitate inclusive pedagogy. The handbook is comprised of nine modules – each of which presents the conceptual discussion of key topics related to inclusion and diversity and features some promising case studies, instruments and approaches. It also provides a framework for ensuring learning continuity in the wake of crises and emergencies such as the COVID-19 pandemic, and deals with a range of topics aimed at building the capacities of teachers and teacher educators for recovery and resilience in education systems in the COVID-19 context.
 

En contextos de crisis, en los que muchos docentes carecen de formación o tienen una formación insuficiente, lo que más se necesita es un apoyo continuado; sin embargo, el desarrollo profesional en estos contextos es esporádico, de calidad variada y a menudo carece de apoyo de seguimiento tras la formación. Para hacer frente a esta falta de apoyo profesional de calidad para los docentes en contextos de crisis, el Grupo de Trabajo de Docentes en Contextos de Crisis (TiCC) publicó en marzo de 2016 el paquete formativo Formación para Docentes de Primaria en Contextos de Crisis, una formación basada en competencias diseñada específicamente para los docentes que trabajan en contextos de emergencia.

Tras la publicación del paquete de formación, el TiCC comenzó a trabajar en materiales complementarios de coaching entre pares. La formación entre pares es un desarrollo profesional continuo dirigido por docentes para docentes. El apoyo continuo que los docentes pueden prestarse mutuamente a través de la formación entre pares ayuda a los docentes a realizar cambios positivos sostenidos en su práctica docente. El coaching entre pares proporciona este apoyo a través de dos actividades principales: 1) Círculos de aprendizaje de docentes (CAD), y 2) Observaciones en el aula.

Los principales componentes son:

• La guía para la facilitación 
• Caja de herramientas de coaching entre pares, nivel 1 - solo CAD
• Caja de herramientas de coaching entre pares, nivel 2 - CAD y observaciones en el aula

This publication is part of a four-volume set of training curricula to address anti-Semitism in schools. This volume focuses on the training curriculum for secondary education teachers. Each volume in this set aims to assist trainers in the field of education globally to work effectively towards strengthening the capacity of teachers to prevent and respond to antiSemitism, this specific and highly dangerous type of prejudice directed at Jewish people. In this sense, the curriculum addresses anti-Semitic prejudice and perceptions of Jews, phenomena which often also fulfil a social and political function in societies around the world; it is not material aimed at preparing teachers for intercultural dialogue.

This publication is part of a four-volume set of training curricula to address anti-Semitism in schools. This volume focuses on the training curriculum for vocational education teachers. Each volume in this set aims to assist trainers in the field of education globally to work effectively towards strengthening the capacity of teachers to prevent and respond to antiSemitism, this specific and highly dangerous type of prejudice directed at Jewish people. In this sense, the curriculum addresses anti-Semitic prejudice and perceptions of Jews, phenomena which often also fulfil a social and political function in societies around the world; it is not material aimed at preparing teachers for intercultural dialogue.

This publication is part of a four-volume set of training curricula to address anti-Semitism in schools. This volume focuses on the training curriculum for school directors. Each volume in this set aims to assist trainers in the field of education globally to work effectively towards strengthening the capacity of teachers to prevent and respond to antiSemitism, this specific and highly dangerous type of prejudice directed at Jewish people. In this sense, the curriculum addresses anti-Semitic prejudice and perceptions of Jews, phenomena which often also fulfil a social and political function in societies around the world; it is not material aimed at preparing teachers for intercultural dialogue.

This publication is part of a four-volume set of training curricula to address anti-Semitism in schools. This volume focuses on the training curriculum for primary education teachers. Each volume in this set aims to assist trainers in the field of education globally to work effectively towards strengthening the capacity of teachers to prevent and respond to antiSemitism, this specific and highly dangerous type of prejudice directed at Jewish people. In this sense, the curriculum addresses anti-Semitic prejudice and perceptions of Jews, phenomena which often also fulfil a social and political function in societies around the world; it is not material aimed at preparing teachers for intercultural dialogue.

This document intends to support educators limit the dissemination of conspiracy theories by responding to them when they are shared among learners or within the wider school community. 

This Teaching Respect for All Implementation Guide comprises a set of policy guidelines, questions for self-reflection, ideas and examples of learning activities to integrate Teaching Respect for All into all aspects of upper primary and lower secondary education, in an effort to counteract discrimination in and through education. It mainly targets policy makers, administrators/headteachers and formal and informal educators. 

Part 2 targets headteachers and education NGO managers, suggesting key areas of intervention with a list of possible actions/activities and Part 3 targets teachers and describes methods of dealing with difficult topics such as racism and discrimination with learners as well as provides suggestions for possible entry points and topics to link the issues of respect for all with particular teaching subjects.