EMPAQT- Empathic and Supportive Teachers. Key to quality and efficiency in education
Project Number: BU1
Country: Bulgaria
Institutions/Departments: COORDINATING INSTITUTION: Trakia University – Stara Zagora, Bulgaria;
BULGARIAN PARTNERS: Center for Creative Training Association (Non-profit organization), Sofia; Regional Education Inspectorate, Silistra (Territorial administration of the Ministry of Education and Science); The Institute of Education Sciences (IES), Public non-profit body, subordinated to the Ministry of Education
Publication/Material: Empathic and supportive teachers- key to quality and efficiency in education. Educator’s Stories, Trakia University, European Commission
Policies and Practicies for Prevention of Early School Leaving. Conference Proceedings (2018). Trakia University.
Empathic and supportive teachers- key to quality and efficiency in education. Policy Recommednations (2018), Trakia University, European Commission.
Project leader and contact person: Trakia University, Stara Zagora, Bulgaria
Duration: 2015- 2018
Short Description:
The objective of this people-focused Erasmus+ project is to pioneer a training program in inclusive pedagogy for Bulgarian school teachers, as part of a wider move to introduce inclusive pedagogies in European schools to tackle problems of early school leaving (ESL). The aim is to foster equity and inclusion in school environments, to support disadvantaged learners, and make the feel respected and valued. The program will train teachers and school specialists in pedagogical methods that support students’ personal development, and pedagogical tools for identifying and redressing concrete difficulties experienced by students at risk of ESL and of social exclusion.
Implementation: Examining teacher and specialist training in partner countries and implementing activities to improve course structure and content by: 1) defining teachers’ needs in mastering communication and coaching skills for classroom diversity management and ESL intervention; 2) conducting student surveys to determine levels of trust for educators and proneness for seeking help with personal and academic challenges; 3) researching intervention models for supportive environments and ESL; 4) developing a specialised, compulsory training course for teachers and other school specialists to encourage holistic approaches to classroom piloting; and 5) organising international dialogue to discuss policies and practices for tackling ESL through a systematic approach to improving teachers’ professional skills.
Target Group(s), age & context: Education professionals: teachers, school specialists
Approach/Method: Survey, research, model courses
Type: Training activities, round table discussions, forums, conference
Funding: Erasmus+ program, Key Action 3: Forward-Looking Cooperation Projects
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.