| Title: | Policies supporting teachers’ social and emotional competencies, and diversity awareness on the European union level |
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| Authors: | ID Štremfel, Urška (Author) |
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| Files: |  URL - Source URL, visit https://www.waxmann.com/waxmann-buecher/?no_cache=1&tx_p2waxmann_pi2%5Bbuch%5D=BUC129039&tx_p2waxmann_pi2%5Baction%5D=show&tx_p2waxmann_pi2%5Bcontroller%5D=Buch&cHash=b3a80f1b9dba90424fae8356cd576a54
 PDF - Presentation file, download (4,42 MB)
MD5: BEFAB27DD3F99A42213AE87DE8F0F51F
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| Language: | English |
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| Typology: | 1.16 - Independent Scientific Component Part or a Chapter in a Monograph |
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| Organization: |  PI - Educational Research Institute
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| Abstract: | The chapter presents the embodiment of teachers’ social and emotional competencies, and diversity awareness in European Union policies in a longer-term perspective. It demonstrates how teachers’ social and emotional competencies and diversity awareness have slowly entered the European Union agenda ever since the European Community was set up in 1951. This path has been marked by supporting teachers’ mobility (1990s), strengthening their intercultural competencies (2010s) and, finally, establishing teachers’ well-being as a high political priority (2020s). The chapter shows that teachers’ competencies (also those implicitly related to social and emotional competencies and diversity awareness) are treated mostly as support for students’ outcomes and assuring quality and effective education and training and, to a large extent the exposure of their importance in European Union policy documents, is influenced by external factors (the economic, migrant and COVID crises). By describing past and particularly current European Union strategic priorities concerning the development of teachers’ well-being and social and emotional competencies, and diversity awareness, the chapter outlines the European Union policy framework in which the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project was initiated and to whose realisation it is expected to contribute. |
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| Keywords: | education, European Union, teacher policy, historical development, social and emotional competencies, diversity awareness, well-being |
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| Publication status: | Published |
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| Publication version: | Version of Record |
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| Year of publishing: | 2024 |
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| Number of pages: | Str. 37-53 |
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| PID: | 20.500.12556/DiRROS-21354  |
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| UDC: | 37.014(4) |
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| COBISS.SI-ID: | 206886915 |
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| Publication date in DiRROS: | 27.01.2025 |
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| Views: | 610 |
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| Downloads: | 333 |
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