Where It’s Needed Most: Quality Professional Development for All Teachers highlights the need to improve the planning, implementation, and sustainability of teacher professional development in crisis situations. This particular topic remains under-theorized and under-researched, further perpetuating the cycle of poor teacher professional development and, consequently, poor overall education delivery in humanitarian and development contexts. This guide aims to redress this omission by outlining a set of good practices in high-quality professional development for teachers who work in such contexts.
Training for Primary School Teachers in Crisis Contexts: The pack provides foundational teacher training content on Teacher’s Role & Well-being; Child Protection, Well-being & Inclusion; Pedagogy; and Curriculum & Planning. It is comprised of an Introductory Training Pack and four core modules, developed around a set of 28 teacher competencies. The training pack includes a facilitator’s guide, participant handbook and PowerPoint slides for each component of the training.The pack was developed by the inter-agency Teachers in Crisis Contexts Working Group, and underwent systematic review including field-testing in Iraq and Kenya and externally review by a range of EiE specialists.
For more information, contact MinimumStandards@ineesite.org.