Preparation and evaluation of experiments suitable for effective pre-service teacher training in STEM disciplines (STExperiMents)
Päärahoittaja
Rahoittajan antama koodi/diaarinumero: 2023-1-CZ01-KA220-SCH-000161648
Päärahoittajan myöntämä tuki (€)
- 61 000,00
Rahoitusohjelma
Hankkeen aikataulu
Hankkeen aloituspäivämäärä: 01.10.2023
Hankkeen päättymispäivämäärä: 31.03.2026
Tiivistelmä
Throughout our daily activities with teachers, pupils and other school staff, we notice how much learning is influenced by the personal well-being of each individual, especially in times of social crises. Due to the crises seen in the past years, society increasingly becomes aware that happiness does not equate with performance, and - in the case of students - especially not with high academic marks. Standardised exams, direct comparison of the student's abilities, and rewards given only to high performers make it difficult for students who fail to conform to expectations. Moreover, none of them can live up to all the expectations. The unintended consequences of solely academic-focused education are student disengagement with learning, high rates of depression, anxiety, attention deficiencies, school violence, self-harm, and many teachers leaving the profession.
Several studies underline the failure of this "myopic" education system, but efforts to make education more holistic, more supportive, and more well-being and resilient-focused still need to be increased. The abstract well-being construct must be relatable, tangible, and measurable. Teachers must be guided to understand what they can do for their own and the children's well-being and resilience competency. Several models have been experimented with (see the "synergies" part of this application), but these models must be brought close to teachers. Actual activities, fieldwork, support and guidance are needed. Our well-being and resilience concept is based on inclusive and holistic principles in education, including positive emotion, engagement, positive relationships, a sense of meaning and accomplishment, physical health and environmental responsibility.
This project should be funded because it coherently develops 600 pre-service and 200 in-service teachers' skills and attitudes to improve well-being and resilience in their environment. It makes considerable efforts to raise societal awareness about well-being, highlighting specific, realistic, attainable practices from universities in 3 countries and in-service teacher training in 1 country by two institutions, having the potential to start waves of changes (due to the strategic use of efficient online communication tools and multiple face-to-face and hybrid events).
The local needs (described below) and the empirical experience of the project partnership are confirmed by recent international studies, such as "The State of the World's Children 2021" (UNESCO), warning that the significant negative impact of the recent years noticeable on short time is representing only the tip of the iceberg, and not enough importance is given to the relationship between mental health and lifelong learning. UNESCO urges governments and public and private sector partners to get involved, communicate and take action to promote the mental health of all children, adolescents and carers and protect those in need.
Several studies underline the failure of this "myopic" education system, but efforts to make education more holistic, more supportive, and more well-being and resilient-focused still need to be increased. The abstract well-being construct must be relatable, tangible, and measurable. Teachers must be guided to understand what they can do for their own and the children's well-being and resilience competency. Several models have been experimented with (see the "synergies" part of this application), but these models must be brought close to teachers. Actual activities, fieldwork, support and guidance are needed. Our well-being and resilience concept is based on inclusive and holistic principles in education, including positive emotion, engagement, positive relationships, a sense of meaning and accomplishment, physical health and environmental responsibility.
This project should be funded because it coherently develops 600 pre-service and 200 in-service teachers' skills and attitudes to improve well-being and resilience in their environment. It makes considerable efforts to raise societal awareness about well-being, highlighting specific, realistic, attainable practices from universities in 3 countries and in-service teacher training in 1 country by two institutions, having the potential to start waves of changes (due to the strategic use of efficient online communication tools and multiple face-to-face and hybrid events).
The local needs (described below) and the empirical experience of the project partnership are confirmed by recent international studies, such as "The State of the World's Children 2021" (UNESCO), warning that the significant negative impact of the recent years noticeable on short time is representing only the tip of the iceberg, and not enough importance is given to the relationship between mental health and lifelong learning. UNESCO urges governments and public and private sector partners to get involved, communicate and take action to promote the mental health of all children, adolescents and carers and protect those in need.
Vastuullinen johtaja
Muut hankkeeseen liittyvät henkilöt (JYU)
Päävastuullinen yksikkö
Seurantakohteet
Profiloitumisalue: Digitalization in and for learning and interaction (Jyväskylän yliopisto JYU) JYU.LearnDigi; Monitieteinen oppimisen ja opetuksen tutkimus (Jyväskylän yliopisto JYU) MultiLeTe
