COMPARATIVE RESEARCH REPORT
Based on a Desk-based research & a Primary Research through interviews and focus group with teachers, education professionals and stakeholders about the context, policy and practices about CPD, critical thinking teaching and Radicalisation prevention in the school sector in Italy, Austria, Denmark, Germany, Greece and UK.
PRACTICE set its basis on a need and gap analysis aimed to:
Generate a clear overview on
- Weaknesses and good practices of current CPD methods and formats across Europe;
- Tools and methods for the promotion of critical thinking in the classroom;
- Policies and practices on radicalism prevention at national and EU levels.
Enable PRACTICE to identify and define gaps
- Between teachers’ needs and current CPD practice;
- Between critical thinking promotion guidelines and actual critical think promotion practice;
- Between policy and current practice on radicalism prevention.
The Comparative Report will be based on:
Desk-based research & Primary Research through interviews and focus group with 90 teachers, education professionals and stakeholders in the 6 partner countries.
The comparative research report is the result of a research work carried out by each project’s partner about the national context of Austria, Denmark, Germany, Greece, Italy, UK.
The final report is a combination of these reports, in a view of comparative analysis within the European framework.
If you want to go more in depth in the analysis of each country situation, download the National Reports.
The PRACTICE Programme is an Open Educational Resource (OER) aiming to:
- Promote critical thinking and effective strategies to engage with pupils on local, national and international issues
- Develop personal critical thinking skills in pupils by using small group work and other activities
- Effectively address controversial issues challenging pupils’ misinformed views and perception
- Challenging false myths and stimulate understanding and appreciation of diversities
- Include basic knowledge on radicalism
- Enhance teachers and school leaders’ skills in Identifying potential risks and mitigate them
It will include activities to be done with secondary school’s students with the objectives to:
- Build up understanding of democracy and its core values by engaging and examining expressed views.
- Fostering freedom of speech through pupil participation, while ensuring a safe environment for vulnerable pupils and promoting critical evidence analysis.
- Enhance positive problem solving
- Promote active citizenship showing how perceived injustice can be peacefully challenged
- Develop restorative approaches to resolve personal conflict and repair harm caused
SKILLS & COMPETENCES
The students will acquire:
- Personal learning and critical thinking skills
- Independent inquiry and effective participation
GUIDELINES FOR TEACHERS
A useful tool for a correct use of the Radicalisation Prevention Programme in classroom, providing background, information and advice on how to manage and deal with issues of radicalisation in the school setting.
> Download: en
- Supporting teachers in the application of IO2 including how to implement peer collaborative learning process.
- Providing the background to ensure that teachers will feel comfortable and confident discussing these subjects.
- Provide teachers and educational support staff with information and advice on how to manage and deal with issues of radicalisation in the school setting
- Importance of including non-formal learning methods to address controversial issues
- Advice on how to understand and recognise potential vulnerable pupils at risk of radicalisation and early radicalisation signs, and on how to give appropriate responses and interventions
- Tips and advice on how to use the PRACTICE OER considering specific features such as: age, gender, socio-economic background, ethnicity/faith of pupils, school characteristics.
POLICY RECOMMENDATIONS PAPER
A paper aimed to influence policy makers for improving current policies and strategies about CPD innovation, Critical thinking teaching & Radicalism prevention in school making them more relevant to today’s classroom and school environments
POLICY RECOMMENDATIONS PAPER
35 relevant stakeholders including policy-makers, school managers, stakeholders responsible of education policies at National and European level will be consulted in Italy, Austria, Denmark, Germany, Greece and UK.
Their opinions, together with the feedbacks collected from the teachers involved in the project, will be used for proposing relevant recommendations, to improve the educational sector in Europe.
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Coordinator – Centro per lo Sviluppo Creativo Danilo Dolci – Italy