Title Lehrer zuerst – Der Einsatz von Emotionaler Alphabetisierung zur Verbesserung der beruflichen Aus- und Fortbildung im 21. Jahrhundert
Project Number UK/10/LLP-LdV/TOI-354
Project Type Innovationstransfer
Country UK-Vereinigtes Königreich
Marketing Text Absicht und Ziel des Projekts ist es, Lehrern zu helfen: besser Beziehungen aufzubauen, besser zu motivieren, die schulische Leistung zu steigern und kompetent mit schwierigen Verhaltensmustern im Klassenzimmer umzugehen. Das Projekt wird das erreichen, indem es sich auf Sozialkompetenz oder Emotionale Alphabetisierung (EA) konzentriert. Eine Reihe von EA Trainings- Werkzeugen (die schon von mehr als 300 Lehrern in Großbritannien verwendet wurden) wird in die Partnerländer in Europa übertragen. Drei spezifische Tools erfassen konkrete Ergebnisse und werden auf die jeweiligen lokalen Kontexte der Partnerländer angepasst: der Lehrer-Lehrplan Einfühlungsvermögen / Emotionale Alphabetisierung, die Lehrer-Skala für emotionale Alphabetisierung und ein interaktives Online Einfühlungsvermögens-Tool für Lehrer.
Increasing numbers of young people across the EU - a disproportionate amount from new racial and non-racial groups - have been alienated or excluded from education due to behavioural problems, leading to increased pressure on the criminal justice system and a negative impact on long-term job prospects.
Punitive strategies are often invoked as a response to these problems but research shows that punishment is only effective in the short, not long, term. Hence the need to develop more socio-emotional strategies that support both students and teachers (Cambridge Assessment, 2009; Brackett 2009).
Various emotional literacy (‘EL’) programmes have been introduced – eg. SEAL – but success has been limited by focusing almost exclusively on students. In our view the way to reduce alienation and behavioural problems is to not only focus on students but also to improve the EL of TEACHERS, whose ‘soft skills’ training have been neglected (Kassem, 2002; Bohlinger, 2005).
Teachers’ EL is ‘significantly and positively’ correlated with pupil attainment (Powell and Kusuma-Powell, 2010, 2009). City of Wolverhampton College (CWC) has created an EL toolkit and questionnaire which has been used with over 300 teachers since inception. Because of the success of this work and the teachers who have been trained, CWC has now created a Centre for Emotional Literacy - the Applied Centre for Emotional Literacy, Leadership & Research (ACELLR). The Centre Works with a local university to accredit CPD and EL courses.
EL4VET has transferred CWC’s innovative and successful EL methodology and toolkit to VET teachers in six EU countries adapting them to meet the specific cultural and technical requirements of each via consultation with 180 VET teachers.
The El4VET project met all the initial objectives specified in the application form. The overall objective of the project was to promote emotional literacy (EL) among VET teachers and trainers across Europe and to help them to enhance their relationship with students, trainees, colleagues and other stakeholders. El can enhance the classroom behaviour and motivation, learning performance, soft skills, competence and the prospects of long term employability for students and trainees. This was achieved through the following objectives:
The introduction of El Methodology and products to all partners during the projects first meeting .The involvement of VET Teachers/Trainers in the application of EL: 6 transfer workshops and 6 national pilot sessions were developed in all partner countries
Transferring of CWC’s innovation El Methodology and specific products (TELS, TEC, TEIT/ELRIT) to partner organisations and their VET Networks which included the 6 transfer workshops and national pilot sessions. A questionnaire was produced in order to gain feedback from participants at the end of each 2 day workshop in each partner country. All evaluations were positive; lessons learnt from the evaluation were incorporated by all partners for their national pilot sessions. 9 Roundtable discussions and several dissemination and exploitation activities were developed in all partner countries.
A common guideline was implemented to improve transferability of the EL methodology and products to other EU countries which was produced in English and each partner language.
A website was produced to showcase case studies/vignettes for use by all VET teachers/ trainers in both english and partner language.
Dissemination and valorisation of the project outcomes to the widest European audience with a view to mainstreaming the findings for adoption into public and private VET systems have been looked into. Newsletters, Flyer, press releases shave been produced in both English and partner language along with national dissemination strategies/groups and exploitation plans.
The partnership was able to successfully complete all 8 of its work packages which included:
Research and analysis of existing research on Emotional literacy and VET teaching in each of the partner countries, a production of current state of the art reports for each.
Preparation of the transfer adaption and translation of EL methodologies and products - each partner was introduced to the methodology and products in the kick of meeting. The information was analysed by partners in light of the national requirements and to fit in with each of the partner countries cultural and technical requirements, which was later
translated in to each of the partner language. Each of the partners disseminated this information in their own national pilot sessions.
The partnership successfully achieved the aims of its 4th WP which was to train partners VET teachers in each partner country on the existing EL methodology and its products,2 day work shops were carried out in order for participants to fully understand the concepts the EL4Vet project was trying to achieve and
gain valuable feedback on the methodology from partners this information was vital as it helped towards the adaptation procedure.
Throughout the project the partners evaluated and tested the transferability of the product in order to achieve the project objectives and to ensure quality standard had been met.
The project was disseminated by all partners,in various forms in order to gain high recognition both nationally and locally.
Nutzung und Verbreitung von Ergebnissen
Zugang für Benachteiligte
Anerkennung, Transparenz, Zertifizierung
Information und Kommunikation
Erziehung und Unterricht
Gesundheits- und Sozialwesen
Unterlagen für offenen Unterricht
Products which were used in the project include:
- Emotional Literacy teacher curriculum (TEC)- a manual about emotional literacy comprising 11 attributes: enthusiasm, confidence, school ethos, optimism, power, forgiveness, youth culture, social justice, relational, trust and compassion
- a teacher emotional literacy scale(TELS)- a series of questions encouraging teachers to reflect on their own emotional literacy and how they might further empathise with students and colleagues.
- an on-line emotional literacy teacher empathy interactive tool (TEIT)- It is an online tool about conflict management according to one emotional model: emotional recognition, emotional understanding, emotional analysis and emotional regulation.
- website which will include case studies and vignettes, newsletters, flyers and further information to stimulate and maintain interest in the project.
Projecthomepage www.el4vet.eu plus adams database