The professional development of educators for addressing ESL can be successfully supported by online trainings or other forms based on information and communications technology. Currently, several online training platforms for educators exist across Europe and globally, but evaluation studies are lacking to help highlight best practices in the field.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Tina Vršnik Perše
Articles by this author (6)
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Overview of innovative online trainings for educators
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Overview of innovative online trainings
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Learning difficulties and ESL
Students with learning difficulties are at a greater risk for ESL than their peers since they are disproportionately more likely to experience other risk factors for ESL at the individual, family, school, community and/or system levels. Multiple and individualised approaches should be used by the system and educators to reduce the influence of these factors.
Keywords : early school leaving -
Teachers’ professional development
The continuing professional development (CDP) of teachers is one of the most important approaches for preventing ESL. Improving educators’ competencies (e.g. communication, discipline management and cooperation competencies) implies improving students’ educational experience and reducing their risk for ESL. CPD should intertwine the different modes (e.g. study groups, self-reflection etc.) taking teachers’ motivation, interests and their stage of professional development into account.
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Educators’ self-reflection
Self-reflection of educators is a key factor of their professional development. It can also influence educators’ perspectives, notions and practice regarding the education of students at risk of early school leaving (ESL). Therefore, self-reflection should be implemented as an important element of ESL prevention but with a consideration of its possible downsides.
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Teacher self-reflection
The reflection is considered as the opposition of insistence on automated, established patterns of behaviour. Self-reflection of teachers includes reflecting their day’s work as well as their social and emotional competences and responses. Teacher self-reflection is related with students’ achievements and their wellbeing in school and therefore important also for prevention of ESL.