Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Challenges
Volume 2: Policy Perspectives
Herausgegeben: Stremfel, Urska
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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 our 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 embra...
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 our 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, we 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.
Since teaching is an extremely social and emotional process where diversity, if recognised, is embraced at every step, we 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.
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