Author
Ifigenia Georgiadou from Hellenic Culture Centre speaks about EAR. Our project that introduces the dialectical method in school education as a key feature that promotes the active participation of students in a democratic society with the support of theatre techniques.
EAR Badge creation (online educational certificate) has been created by WUSMED and sent to all teachers that participated in EAR course and also an additional one to those teachers that upscaled throught other teachers.
After the success of the first edition, we return with the second edition of the free training “Dialectics and theater as a means of education for citizenship” in the framework of the EAR project. Due to the extraordinary situation in the quality we find we are forced to carry out online training.
The training will take place from 9:30 to 12:30 on November 14 and December 19, 2020.
The second edition of the training of teachers in citizenship education through the dialectic method and theatre was run over between November and December 2020, throughout 2 online sessions.
Due to the restrictions imposed by the Covid-19 outbreak, all the sessions took place online, via Google Meet platform and were organized in 6 hours distributed in 3 hours per session (from 9 a.m. to 12 p.m.). In addition, to complement the training, there were an additional 14 hours of personal work (readings, analysis of audio-visual material and design of an activity).
In Spain the first edition of the Training of Teachers in citizenship education through the dialectic method and theatre took place over five months, specifically between January and May, throughout two training sessions which participated 9 teachers and only 3 passed the certification.
The situational analysis was a research activity which was organised at the beginning of the project through desk research and interviews with 34 primary/ secondary school teachers at the consortium level
The aims of the situational analysis were: 1. Identifying the needs of target groups (teachers and adolescents) and challenges/ constraints related to citizenship education; 2. Adapting the methods according to the emerging needs and challenges or constraints identified.
The situational analysis report which was written by researchers from the University of Florence, is divided in four main sections: a) Curriculum organisation, programmes and conceptual framing of citizenship education, b) Pedagogical approaches and teaching/learning methods for citizenship education, c) Teacher education and professional development for citizenship education, d) Challenges and constrains of citizenship education from teachers’ perspective.
Download the final Current Situational Analysis and the Appendix A “National programmes and Initiatives supporting citizenship education”.
At the beginning of the project, a research was organised in order to identify the most important issues related with citizenship education in Europe and the needs of the teachers in relation with citizenship education. The results of this research were summarised in the Situational Analysis Reports. One situational analysis report was developed in each partner country and one in European level which summarised the results from all the countries.
Taking into account the results of the Situational Analysis Report and based on the principles of the Socratic Dialectics and Participative theatre methods, the project partners have developed the Guidance Book for teachers. The Guidance Book explains the principles and the main steps of the methodology to the teachers. It is translated in all partner languages. The Guidance Book for teachers is accompanied with a data basis of educational scenarios, ready to be used in the classroom and Competence Ladders that can be used for the evaluation of the progress of the students.
The second phase was related with the training of trainers. The training of trainers was organised in Bristol and lasted 3 days. Totally 21 trainers participated as trainees from Greece, Spain, UK, Portugal and Italy. These trainers after the completion of the face-to-face training course were responsible for the transfer of the method to the teachers at national level.
The third phase was the training of teachers. This phase was organised face to face in local and regional level as well as online in national and European level by the trainers that have participated in a training of trainers sessions. Because of the pandemic, many of these courses were organised online. Totally, more than 500 teachers have participated in the teacher training courses that have been organised in the framework of the project.
The fourth phase was the phase of the practical implementation of the methodology based on the dialectical method inside the classroom. The trained teachers, within the framework of the training seminars organised in the previous phase and as a precondition in order to get their certification, applied in practice the techniques they have learned in the classroom and documented their application with a report and related evidences. The partners monitored the implementation of the method in school and provided support wherever this was needed. More than 9.000 students have benefited from the method in this way.
