Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Committee or SIG
Browse By Session Type
Browse By Keywords
Browse By Geographic Descriptor
Group Submission Type: Refereed Round-Table Session
Teachers are critical actors in ensuring the well-being of children and in facilitating learning, yet in many crisis contexts they work in complex classrooms with minimal support, training, materials, or compensation. While there has been a significant effort to improve the quality of teacher training in recent years, there is a need for more sustainable models of continuous professional development (PD) for teachers in emergency settings.
This roundtable will allow Education in Emergencies experts to share examples of sustainable PD practices from different countries, to explore lessons learned from their research, and to reflect on critical challenges in this area.
The role of continuous professional development for teachers’ social-emotional well-being - Creating a teacher SEL framework and PD approach - James Hahn, FHI 360; Paul Frisoli, FHI 360
Collaboration with the Ministry of Education on continuous professional development as a means for sustainable teacher development - Amy Parker, Relief International
The role of coaches in supporting professional development of teachers social emotional competencies to create enabling environments in the classroom - April Coetzee, War Child Holland; Noemi Gerber, War Child Holland
Putting teachers at the heart: a participatory approach to professional development for Accelerated Education teachers in West Nile, Uganda - Charlotte Louise Bergin, Save the Children
Adapting national teachers’ professional development standards to respond to the specific challenges of teachers in Lebanon and Myanmar - Nadezhna Myriam Castellano Sosa, IIHA-FORDHAM