Teacher Resource Centre

This Teacher Training Manual on Inclusive Education supports teachers and other education personnel’s continuous professional development in inclusive, quality education especially in diverse low resource contexts and is adaptable for use anywhere in the world. The Inclusive Education Manual directly contributes to realization of several targets of the Agenda 2030 Sustainable Development Goal (SDG) 4 “ensuring inclusive and equitable quality education for all”.

The manual was developed by Finn Church Aid (FCA) and Teachers Without Borders (TWB) Network Finland. The content has been collected and built on the numerous good materials and practices used and co-developed by FCA staff and TWB education experts in different countries and contexts.

The training manual consists of three (3) training modules that can be used flexibly:

1. Education, Teacher and School Community,
2. Inclusive Education, and
3. Positive Classroom and Learning Environment for All Learners.

The content design allows the trainer or facilitator to pick individual modules or sessions and adapt the training content according to the context and target group’s needs.

We hope you find it useful!

This teacher training manual on Distance Education & Digital Pedagogy supports teachers and other education personnel’s continuous professional development in pedagogically high-quality distance education and remote learning especially in diverse, low resource contexts and is adaptable for use anywhere in the world.

The manual has been developed by Finn Church Aid (FCA) and Teachers Without Borders (TWB) Finland. The development of the training materials began already in 2020 as a response to the school lock-down situations caused by the COVID-19 pandemic, when teachers and learners quickly had to adapt to remote education modalities. Even though the pandemic has subsided, the need for quality distance education prevails. Ensuring the continuity of learning for all learners is critical in all contexts, even and especially during crisis situations.

The training manual consists of eight (8) training modules that can be used flexibly:

1. Distance Education,
2. Distance Education Modalities,
3. Pedagogy of Digital and Distance Education,
4. Psychosocial and Emotional Wellbeing,
5. Learner-Centred Methods in Distance Education,
6. Home Support – Parents and Caregivers’ Role and Collaboration,
7. Inclusive Education, and
8. Assessment and Evaluation.

The content design allows the trainer or facilitator to pick individual modules or sessions and adapt the training content according to the context and target group’s needs.

We hope you find it useful!

Este recurso sobre ciudadanía digital ofrece definiciones clave y aborda problemáticas como la alfabetización digital, la convivencia en línea, y la protección y seguridad. Se exploran temas como la autorregulación, la privacidad, el discurso de odio, el cyberbullying y el grooming. Además, se fomenta la reflexión sobre noticias falsas, identidad digital y estereotipos, así como la creatividad y participación en el entorno digital. También se discuten los derechos digitales y la legislación relacionada con el uso seguro de Internet para niños y adolescentes en Ecuador.

Right To Play uses a variety of approaches to play to support children’s learning, development, and well-being, including sports, music, theatre, art, and play-based learning.

This document focuses on the play-based learning methodology and approach, and how it can be used for learning and development goals related to Right To Play’s core programmatic areas: early childhood care and education, primary education, gender equality and girls’ well-being, and psycho-social support.

What would it take to ensure that all young people have access to learning that enables them to feel a sense of belonging and prepares them to help build more peaceful and equitable futures? This is a question we have found educators in contexts of conflict and migration ask of themselves each day. And each day, in classrooms around the world, educators are acting in response to this question.

We learn from educators how they create space for dissent, for dialogue, for trust, for new identities, for future-building, and how they envision and build newly imagined and welcoming communities.

Pedagogies of belonging, featured in this book and in its title, emerge from these ways of thinking and acting by educators. We see across educators that what they teach, how they teach, and why they teach in the ways they do come together to enable all young people to feel a sense of belonging and prepare them to help build more peaceful and equitable futures.

This book is about educators and for educators. It is about the practices educators have developed to create welcoming communities in settings of conflict and migration. Each chapter is a “microportrait” of one educator who we have come to know by spending time in their classroom and school.

We focus on the why and the how of practices educators use. We show, through text and art, how educators learn about their students’ experiences, needs, and desires. We describe how educators develop practices to meet these learning and belonging goals. And we recognize how educators address struggles that necessarily arise in this work. We hope the practices give us each ideas to try out in our own classrooms, schools, and other educational sites.

Each microportrait is grounded in research about educator practices. Authors of the microportraits came to know the educators through research projects that included interviews, observations, and sometimes participatory methods. Each project was at least a few months and at times spanned many years. The microportraits include links to articles that can support deeper learning about the contexts and practices of the educators.

This book is a collective project, and we welcome your participation. The intention of this book is that it lives and grows to include more microportraits over time and more patterns of practices that may emerge. Please be in touch with suggestions, to share your experiences with the practices of these educators, or to contribute a microportrait to the collection.