Teacher Resource Centre
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Assistive Technologies: Inclusive Teaching Guidelines for Educators
Assistive technologies encompass tools and services designed to enhance learners' independence, participation, and success, helping them reach their full potential. This guide explains how educators can use assistive technology to create an inclusive environment that supports diverse learning styles and information processing. It introduces various assistive technologies that cater to individual learner needs, helping them overcome challenges. Educators should view assistive technologies as resources for all students, integrating them into the classroom to ensure widespread benefit and minimize the risk of stigmatization.
Addressing anti-semitism in schools: training curriculum for secondary education teachers
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.
Addressing anti-semitism in schools: training curriculum for vocational education teachers
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.
Addressing anti-semitism in schools: training curriculum for school directors
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.
Addressing anti-semitism in schools: training curriculum for primary education teachers
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.
A teacher's guide on the prevention of violent extremism
This is UNESCO’s first teacher’s guide on the prevention of violent extremism through education. It was developed in order to ensure its relevance in different geographical and socio-cultural contexts. Therefore, it can be used as it is or further contextualized, adapted and translated in order to respond to the specific needs of learners.
The guide seeks to:
- provides practical advice on when and how to discuss the issue of
violent extremism and radicalization with learners;
- help teachers create a classroom climate that is inclusive and conducive
to respectful dialogue, open discussion and critical thinking.
Teachers’ self-efficacy in preventing and intervening in school bullying: a systematic review
This article presents a systematic review of existing literature on the extent of teachers’ self-efficacy in managing bullying and its connection to the likelihood that teachers will intervene in bullying, to their intervention strategies, and the prevention measures they employ, as well as students’ bullying behavior and their experiences of victimization.
The study presents practical implications in relation to teacher initial education and professional development: teachers with higher self-efficacy tend to intervene more often in bullying situations, so it's important that teacher training programs are designed to support teacher's self-efficacy, through the use of appropriate methods, such as the use of role-play to practice specific professional behaviours.
Mobile mentoring for primary school teachers in crisis contexts
The following curriculum provides the content for a new mobile mentoring initiative developed to accompany the Teachers in Crisis Contexts Working Group ‘Training for primary school teachers in crisis contexts’ (https://trc-dev.gn.apc.org/professional-development-materials-and-opportunities/training-primary-school-teachers-crisis). The material is intended to provide additional layers of instructional and emotional support via mobile technology to inexperienced and under trained teachers in the most difficult of teaching contexts.
It has been designed to support both the Initial Training Pack and the Extended Training Pack and builds on the competency areas covered in both sets of trainings; ‘Teacher Role and Well Being’, ‘Child Protection, Well-being and Inclusion’, ‘Pedagogy’, ‘Curriculum and Planning’. The content provides teaching tips, motivational messages, reflection and discussion questions, plus images and video suggestions.
Training for primary school teachers in crisis contexts
The training pack responds to a critical gap in open source, competency based teacher training materials that provide coverage of foundational knowledge and skills required by teachers in crisis contexts, where teacher training is often limited to ad hoc workshops. The pack provides the basis for an in-service training program which can be used in its entirety to prepare unqualified teachers, but is also flexible enough for adaptation and use of selected modules or sessions according to the contextual needs of teachers. The pack provides foundational teacher training content on Teacher’s Role & Well-being; Child Protection, Well-being & Inclusion; Pedagogy; Curriculum & Planning; and Subject Knowledge.