Empowering teachers across Europe to deal with social, emotional and diversity-related challenges 2. Policy perspectives.

Sonst. Personen	štremfel, Urška (Hrsg.)
Titel	Empowering teachers across Europe to deal with social, emotional and diversity-related challenges 2. Policy perspectives.
Quelle	Münster ; New York: Waxmann (2024), 210 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Monografie
ISBN	978-3-8309-9867-9; 978-3-8309-4867-4
DOI	10.25656/01:33274 10.31244/9783830998679
URN	urn:nbn:de:0111-pedocs-332746
Schlagwörter	Lehrerbildung; Lehrer; Unterricht; Schulpädagogik; Vielfalt; Heterogenität; Soziale Kompetenz; Emotion; Kompetenz; Schule; Kompetenzentwicklung; Bildungspolitik; Unterstützung; Wohlbefinden; Sozio-emotionaler Faktor; Österreich; Kroatien; Portugal; Slowenien; Schweden; Europa
Abstract	The increase in reported levels of stress and burnout in teachers across Europe highlights the importance of teachers' social and emotional competencies and diversity awareness (SEDA). The innovative conceptual overlap of social and emotional competencies and diversity awareness is experimentally tested across European countries. The book is the editors' way of experimentally demonstrating how teachers' SEDA can be supported across Europe (Volume I) and how policy can support these processes (Volume II). Since teaching is an extremely social and emotional process where diversity, if recognised, is embraced at every step, they believe that supporting teachers to develop SEDA competencies is the key to shaping not only the positive relationships of living and learning together in classrooms; but also, in living and learning together in society. Once SEDA competencies are supported, a positive shift can occur at the level of individual teacher, classroom, school and society level. Volume II provides insights into how the development of teachers’ SEDA competencies currently is and could be better supported at the European Union and national policy levels in the future. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main