8. Council of Europe /Pestalozzi European Modules for Teacher Training

Through its 4 themes (Education for Democratic Citizenship and Human Rights, Intercultural Education, History Education, Education for Linguistic and Cultural Diversity), the training program is aimed at creating a self-sustaining community of teacher trainers, called “multipliers”, by supporting participants in designing and implementing their training programmes. The community of ‘multipliers” will be able to “remain in contact, continue sharing ideas and experiences as they multiply training in their own countries” through an internet platform maintained by the CoE program staff.
Teachers from institutions that are members of Anna Lindh Foundation from Mediterranean countries attended certain of these training courses.
8.1. Pestalozzi European Modules for Teacher Training: Outline Specifications and Framework, Council of Europe, Strasbourg, France, (2006).
This document gives a brief description of the CoE’s pilot “Pestalozzi European Modules for Teacher Training” program. It outlines the program’s objectives, process in 5 stages and offers guidelines for selection and nomination of participants.
Soon available on the CoE website.
8.2. Pestalozzi European Modules for Teacher Training: Outline Training Unit Writer’s Framework, Council of Europe, Strasbourg, France, (2006).
This preparatory document for the CoE’s pilot “Pestalozzi European Modules for Teacher Training” program, offers a framework for the creation of teacher training units. It provides information on basic training methods in keeping with the principle of participative methodology promoted by the Pestalozzi program.
Soon available on the CoE website
8.3. Teacher Trainers Pestolazzi Modules on Education for Democratic Citizenship and Human Rights, 5 -7      October 2006, Strasbourg, France (Organizer, Council of Europe) - Pre-reading for Participants: Education for Democratic Citizenship/Module A, Council of Europe, Strasbourg, France, (2006).
“The following reading material will help you get an insight into the development of the Council of Europe's project Education for Democratic Citizenship (EDC) and the development of education policies on citizenship education in Europe more broadly. The reports and publications listed below provide a general overview of the different areas closely associated with EDC (e.g. policy development, teacher training, etc.).”
Soon available on the CoE website
8.3.1. Birzea, C. (ed.) All-European Study on Policies for Education for Democratic Citizenship. Council of Europe, Strasbourg , France, (2004).
“The report presents the results of the All-European Study on EDC Policies, initiated in 2002. Its main goal is to map out the national EDC policies in Europe as well as to identify the possible inconsistencies between policy and practice in the area of EDC. It identifies general trends in the area of EDC policy development and lists specific recommendations and ideas for action. ”
http://www.coe.int/T/e/Cultural_Co-operation/Education/E.D.C/
8.3.2. Eurydice Network, Citizenship Education at School in Europe. European Commission Brussels, (2004).
“The study considers the contribution made by education in 30 European countries to developing responsible citizens and looks at the main components of citizenship education in primary and secondary education in 30 European countries. It reviews the aims and content of the curriculum, recommendations on the active participation of pupils in school life and how citizenship education is addressed in teacher training. ”
http://www.eurydice.org/ressources/eurydice/pdf/0_integral/055EN.pdf
8.3.3. O'Shea, K., A Glossary of Terms for Education for Democratic Citizenship: Developing a Shared Understanding, Council of Europe, Strasbourg, France, (2003).
“The glossary on the most important terms associated with education for democratic citizenship offers the reader an introductory framework to the fields of EDC. Offering a pathway through the significant terms associated with EDC, it is also an effective tool to support the promotion of EDC policy in CoE's member states.”
An important tool for teachers and administrators alike, promoting a common understanding of EDC concepts.
http://www.bmbwk.gv.at/medienpool/12944/glossar_dpb.pdf
8.3.4. Gollob R., Huddleston E., krapf P., Salema M.H., Spajic-Vrkas V., Tool on Teacher Training for EDC andHRE (EDC Pack: Tool N03), Council of Europe, Strasbourg, France, (2005).
“This guide presents the ideas and guidelines for action to support teacher/trainer training in education for democratic citizenship (EDC). Particular attention is devoted to the examination of specific challenges to be faced in the Council of Europe's member states, such as the need to raise the level of professionalism of teachers; the need to change the qualification of teachers, introducing new competences that are important today. It traces a link between formal initial teacher training and trainer training, which usually involves non-formal learning and learning through project related activities. ”
An invaluable tool for teachers and teacher trainers that can be used for EDC training and expanded to other topics as well. This practical document offers aids such as: lists of competencies, detailed training methodology and case studies. Highly recommended.
http://www.coe.int/T/e/Cultural_Co-operation/Education/

8.3.5. Audigier, F. - Basic Concepts and Core Competencies for Education for Democratic Citizenship / Council of Europe, Strasbourg, (2000).  
This report is a study on the concepts and competencies of EDC in its active dimension. Starting with a brief presentation of the context of the study, the author then introduces element of debate on the theme of citizenship. He defines core concepts, followed by classification on key-competencies to support action. The document concludes by re-affirming the dynamic properties of EDC.
DGIV/EDU/CIT(2000)23; Y.37.035.4
8.3.6.  Arthur J., and Davies, I.,  Teaching Citizenship Through Established School Subjects, Citized, (2006).
This document describes the main features of Citizenship education and outlines the central aspects of the British National Curriculum for Citizenship. The authors discuss the potential for 3 subject areas (history education, language course and social studies), as sites through wich EDC can be developed. The document provides a practical example of classroom resources, lesson plans and EDC references.
http://www.citized.info/pdf/commarticles/JA_ID_Japan1.pdf
8.3.7. Hillier, J., School Linking Partnerships and Global Citizenship, Citized (2006).
A research article describing school linking  as an important tool for citizenship education. Linking schools connects pupils with the wider global community and helps them understand important real life issues that affect them and other people, thus developing essential elements of citizenship. “Citizenship education is more than a subject, it goes beyond curriculum.” – This  article provides one case study examining issues of global citizenship, diversity, Human Rights, sustainable development and social justice.
A valuable example for professionals involved in projects to open their school to the wider, global community.
http://www.citized.info/pdf/commarticles/Jilly_Hillier.pdf
8.3.8. Holden, C., Education for Citizenship: Teaching about Democracy and the Law in Primary Initial Teacher Education, Citized, (2003).
This tool describes a 30 hour course for undergraduate trainees on teaching about democracy and the law, in the primary school levels. Themes covered in the training are: curriculum requirements (social and moral education, community involvment, political literacy); current thinking on the teaching of political literacy (including rearch based evidence of parents' views and childrens understanding); teaching approaches (including role of teacher, active learning and ideas for the classroom); planning to teach about democracy and the law.
The document provides 4 examples of teacher resources and represents good classroom material for primary school teachers as well as inservice and primary teacher trainers.
http://www.citized.info/pdf/commarticles/Cathie_Holden.pdf
8.4. Teacher Trainers Modules on Intercultural Education, 23-25 November 2006, Strasbourg, France (Organizer, Council of Europe) - Pre-reading for Participants: Intercultural Education/Module A, Council of Europe, Strasbourg, France, (2006).
Soon available on the CoE website
8.4.1. Wright, C., Weekes, D., McGlaughlin. “Race”, Class and Gender in Exclusion from School.
London, Falmer Press, (2000).
“The book explores the impact of “race”, class and gender on the interaction of pupils and their teachers in the school and classroom setting. It seeks to examine the extent to which these variables can account for differential rates of school exclusion between pupils from different ethnic/racial groups, socio-economic classes and gender”. We highly recommend to read chapter 6.
8.4.2. Stier, J., Internationalisation, Ethnic Diversity and the Acquisition of Intercultural Competencies, in Intercultural Education Review, Routeledge/Taylor and Francis, Vol. 14, No. 1, (2003).  pp. 77-91
“The article gives a perspective on the pedagogical processes involved in intercultural learning environments and their effects on students. It is stressed that universities have much to gain from approaching internationalisation and ethnic diversity in an integrated fashion. The situational role of teachers is also stressed. The discussion concludes with an interactive model of intercultural learning. ”
Available with fee:
http://www.ingentaconnect.com/content/routledg/ceji/2003/ &   
http://www.routledge.com/
Other freely available related article: http://www.immi.seinterculturalnr11stier.pdf
8.4.3. Singh, B.R., Problems and Possibilities of Dialogue across Cultures, in Intercultural Education Review, Vol. 13, No. 2, (2002). pp. 215-22
“The article argues that, although the problems of inter-ethnic conflict, cultural or ethnic differences pose a challenge, they do not pose an insurmountable challenge to the possibilities of dialogue across cultures. Teachers and educators should be asking themselves what positive conditions, norms and principles make dialogue across cultures possible and what they can do to promote those conditions, norms and principles. ”
Available with subscription: http://taylorandfrancis.metapress.com
8.4.4. Global Commission on International Migration, Migration in an interconnected world: New directions for action, GCIM, (2005)
“This report gives a global view about the importance of migration and background information on laws, labour market, society and diversity.”
Text from the introduction to the preface:
“International migration has risen to the top of the global policy agenda. As the scale, scope and complexity of the issue has grown, states and other stakeholders have become aware of the challenges and opportunities presented by international migration. In every part of the world, there is now an understanding that the economic, social and cultural benefits of international migration must be more effectively realized, and that the negative consequences of cross-border movement could be better addressed.
In response to this situation, and acting on the encouragement of UN Secretary-General Kofi Annan, in December 2003 a Core Group of States established the Global Commission on International Migration, with a mandate to provide the framework for the formulation of a coherent, comprehensive and global response to the issue of international migration.”
http://www.gcim.org/attachements/gcim-complete-report-2005.pdf
8.4.5. ELIAMEP, Building Europe with New Citizens? An inquiry into the civic participation of naturalized citizens and foreign residents in 25 countries, European Commission, Brussels, (2006).
“This publication results from an EU research programme on Social Science and Humanities, “POLITIS”
Abstract:
“Civic participation is of major importance for the democratic development of Europe. As European societies are highly affected by immigration, it is interesting to examine why immigrants are usually less active than natives. We explain our concentration on first generation immigrants and at the same time raise awareness of the different meanings and research implications of terms such as ‘immigrant’, ‘migrant’ and ‘foreigner’ both in statistics and in the public discourse of European societies. Active civic participation is defined as continuously investing time and energy to organise solidarity or give a voice to societal concerns in the receiving society. Although this definition is relatively broad and comprises both political and civil society activities, it does not include low-key types of participation such as voting or visiting events. Building predominantly on American literature on individual determinants of civic participation and on European literature to examine the influence of the societal opportunity structure on the participation of immigrants, we conceptualise our own model for researching the topic. We identify the activation process as the main research gap. ”
An interesting perspective, with examples that can be useful to comprehend how policy and sociology influence the fragile social inclusion of migrants, in the western world. Recommended.
 http://www.eliamep.gr/eliamep/files/POLITIS_State_Art.pdf

8.4.6. Rey-von Allmen, M., “Towards an Intercultural Education”, in Perspectives of Multiculturalism-Western and Transitional Countries, UNESCO, (2004). pp 96-104
“This article presents a general introduction to the basic concepts related with intercultural education and teacher training. The author is an expert in migration and intercultural education and has collaborated with the Council of Europe in various projects, among them the Program on Teacher Training in Intercultural education. ”
http://unesdoc.unesco.org/images/0013/001375/137520e.pdf
8.4.7. Castells, M., “Globalization and Identity”, in The values today, IEMED, Barcelona, (2004). pp 183-189
“This article presents a theory on the systemic relation between the development of the globalization process and the reaffirmation of different cultural identities, such as religious, national, ethnic, territorial, gender and other specific issues.  The construction of the identity is analyzed and three types of collective identities are distinguished. ”
 http://www.iemed.org/publicacions/quaderns/5/aindex.php
8.4.8.  Council Of Europe, The religious dimension of intercultural education. Council of Europe, Strasbourg, (2005).
“Mutual understanding, tolerance and peace are achieved through knowledge of others, including their religious identity. That is why an inter-religious and intercultural dimension should feature on every school curriculum. This conference dealt particularly with the way in which schools can contribute to the process of integration and promote inter-religious dialogue.”
This document is a collection of very insightful articles. Recommended.
 Available through purchase: ISBN13 978-92-871-5622-8
8.5.  Modules Européens Pestalozzi pour la Formation de Formateurs, Education Interculturelle, 23-25 novembre, 2006 – Lecture pré-module pour participants EIC/Module A,  Conseil De l’Europe, Strasbourg, France, 2006
Disponibles sous-peu sur le site web du Conseil de l’Europe
8.5.1. Akkari, A.J. Les approches multiculturelles dans la formation des enseignants: entre recherche et pédagogie critique, in Revue des HEP de Suisse Romande et du Tessin, No. 4, 2006. pp. 233-259.
[An article on multicultural approaches in teacher training, with many examples taken from the North American experience. Not available in English.]
“Cet article analyse la genèse des approches multiculturelles dans la formation des enseignants. Y sont abordées les difficultés d’ancrer ces approches dans le milieu scolaire; leur morcellement et leur légitimité jamais assurée. L’article s’attelle aussi à analyser les recherches empiriques essentiellement nord-américaines effectuées dans ce domaine. Il conclut par une tentative de proposer un plan cadre permettant la formation des enseignants aux approches multiculturelles.”
Site du HEP : http://www.hep-bejune.ch/fr/revues_electroniques.pf4.asp
8.5.2. Conseil de l’Europe, La dimension religieuse de l’éducation interculturelle. Conseil de l’Europe, Strasbourg, France, 2005.
[A series of articles presenting interesting points of view, recommended, only in French]
“La compréhension mutuelle, la tolérance et la paix passent par la connaissance des autres, y compris de leur identité religieuse. C'est pourquoi la dimension interreligieuse et interculturelle devrait être davantage présente dans les programmes scolaires. Cet ouvrage reflète les débats de la Conférence européenne sur «La dimension religieuse de l'éducation interculturelle» qui s'est tenue à Oslo en juin   2004. Deux thèmes ont été au cœur des travaux : d'une part, les questions relatives à l'application de la dimension religieuse de l'éducation interculturelle à l'école et, d'autre part, le rôle et les responsabilités des décideurs et des professionnels de terrain.”
Une collection d’articles présentant des points de vue intéressants. Recommandé.
Disponible par commande directement au Conseil de l’Europe: ISBN 13978-92-871-5621-1
8.6. Many other resources available at the Council of Europe Web-site
http://book.coe.int/EN/

9. Council of Europe/ European Workshops / Ateliers européens.

9.1. 112th European Workshop: Coping with Cultural Diversity In-School and Out-of School, Donaueschingen, Germany, 19th -23rd  June, 2006
Teachers from institutions that are members of Anna Lindh, from Mediterranean countries attended this training course.
This training gathered teachers, teacher trainers and educators, with the aim of increasing the participants’ intercultural competencies and facilitator-skills, to improve their cultural and intercultural awareness, develop an understanding of the underlying issues and coping strategies. The workshop introduced teachers to methods and tools of intercultural education to be used in school and out-of school.
It focused on the following content: (Information extracted from this document on http://www.mk.gov.pl/pkk/doc/)

• Multicultural societies and the challenges of intercultural education in school and out-of school settings;
• Cultural diversity, cultural awareness and self-awareness;
• Identifying and understanding cultural differences (values, attitudes and behavior);
• Developing competencies for coping with cultural differences;
• Overview of intercultural training and education methods;
• Intercultural simulation games and exercises;
• The use of films in intercultural education;
• Examples of good practice of intercultural education:

- Intercultural school projects;

- Intercultural education in different subject areas.

 Participants worked in small groups on the following themes:

Documents will soon be made available to participants by the CoE.
[Cette formation a été suivie par des enseignants envoyés par la FAL. Elle s’adresse à des formateurs et des éducateurs. Son but est de développer des compétences interculturelles et de leur donner des savoir-faire précis, notamment en matière d’animation. Des méthodes et des outils pédagogiques ont été présentés. La langue de travail est l’anglais uniquement.]
9.2. 113ème Atelier Européen : Richesse et Diversité Culturelle: Montons Ensemble une Pièce de Théâtre, Donaueschingen, Germany,  9-14 octobre, 2006.

Organisé au sein du projet du Conseil de l’Europe « Dialogue Interculturel et Prévention des Conflits », cet atelier propose un travail théâtral à des enseignants et éducateurs du secondaire intéressés par une expérience théâtrale afin de l’intégrer dans le cadre de leur pratique professionnelle.  L’objectif est de vivre un échange interculturel fort et d’acquérir une expérience personnelle enrichissante que l’enseignant pourra transmettre dans le cadre de son métier. Le sujet du projet, choisi en fonction de la composition du groupe, est transmis aux participants avant l’atelier. Au cours de l’atelier, les participants font, sur ce sujet, un travail d’improvisation libre ou inspiré de textes littéraires. Ainsi sont créées des scénettes qui sont travaillées et assemblées afin de produire un ‘‘spectacle en forme de collage’’.
Le travail s’est concentré autour du contenu suivant :

• Travail sur la perception, le mouvement, le contact ;
• Jeu scénique, improvisation, création de personnages ;
• Entraînement corporel/exercice de « masques neutres » ;
• Ecriture de textes, élaboration de séquences de jeu à partir de textes littéraires, improvisation thématique, répétitions ;
• Mise en scène, intégration de séquences, mise en forme de spectacle.

Les participants recevront de la part du Conseil de l’Europe, un CD de photos prises lors du stage.
[Teachers from institutions that are members of Anna Lindh, from Mediterranean countries attended this training course.
This workshop offers an approach to the use of theatre for teachers and educators of secondary schools, with the aim of allowing these techniques to be implemented in the classroom. The goal of the workshop is to live together and share a strong intercultural experience that teachers will then be able to transmit to students in the context of their professional activity. The theme are chosen with regard to the group profile. Participants are given a preparatory task linked to the chosen theme, based on improvisation or literary research.
The workshop focused on theatrical techniques;

• Perception, movement and contact;
• Improvisation, character building
• Body expression, masks
• Creative writing, sequencing,
• Directing, rehearsing, performing

Participants will eventually receive a CD of pictures from the workshop.
The working language for this workshop is French only.
Pestalozzi European Workshop Program available at:
http://www.coe.int/T/E/Cultural_Co-operation/education/Teacher_training/
for 2006: index.phpmodule=uploads&func=download&fileId=3648.url
9.3. 114th European Workshop on Religious Diversity and Intercultural Education, Donaueschingen, Germany. 13th-17th November, 2006.
Gathering experts with teachers, teacher trainers and head teachers of the secondary level, working with multicultural classes, this workshop aimed at seeking answers to the following subjects:
- The impact of moral and religious beliefs in the public sphere and in schools;
- Shaping an enlightened, peace loving form of citizenship open to religious dialogue;
- The role and responsibilities that teachers have and the obstacles/opportunities that lie before them.
Cette formation a réuni des experts, des enseignants et des formateurs, pratiquant dans le secondaire. Les thèmes centraux sont l’impact des croyances religieuses sur la sphère publique à l’école  et comment promouvoir une forme de citoyenneté ouverte au dialogue interreligieux. Tous les documents disponibles sont en anglais.
9.4. Keast, J., “Guess Who’s Coming to Dinner?” A Workshop on Inter Faith Dialogue by Young People, Donaueschingen Akademie Workshop on Religious Diversity, Germany, (2006)
A training unit to help young people, of different ages, conduct an inter faith dialogue “in an imaginative and safe way, through a variety of co-operative and empathetic learning activities and tasks”. The unit comes complete with objectives, scenario, activities, group tasks, list of characters and resources.
A creative training activity developed for young people that could also be adapted and modelled for teacher training. It offers opportunity for comparative research activities, history teaching, encourages attitudes and develops skills needed for intercultural competence. Highly recommended.
Available -with access code- at the “Landesakademie für Fortbildung und Personalentwicklung an Schulen” web site:  http://www.lehrerfortbildung-bw.de/lak/ds/service/material/
9.5. Qiriazi, V., The Council of Europe and its Education Programme, Council of Europe,  Donaueschingen Akademie on Religious Diversity, Germany, (2006)
This document is an extensive presentation of the Council of Europe, from its foundation to today. The organization today has a pan-European dimension. The European cultural convention in 1954 sets the frame within which educational and cultural programs are designed to promote peace and conflict prevention, dialogue and cultural exchange. The CoE’s Education program has focused on intercultural issues since the 1970s; since 2003, a new Project "The New Challenge of Intercultural Education, Religious Diversity and Dialogue in Europe"  has been launched in cooperation with UNESCO and ALECSO.
Available -with access code- at the “Landesakademie für Fortbildung und Personalentwicklung an Schulen” web site:  http://www.lehrerfortbildung-bw.de/lak/ds/service/material/
9.6. Kilschperger, H.R., History and Image of a New Subject in the Canton of Zurich, Pädagogische Hochschule Zurich, Donaueschingen Akademie on Religious Diversity, Germany, (2006)
The document is a presentation of a pedagogical project that will possibly be implemented in the canton of Zurich, in Switzerland. The institute has worked with partners to produce an inter-faith curriculum for primary schools and early secondary schools. The history of the project is described at length. The Content of the curriculum is the result of a joint effort from representatives of different religious communities, the education authorities, school teachers and their syndicates. It combines 2 approaches: “teaching about religion” and “learning from religion”. Certain didactic concepts for the creation of the curriculum are described: “elements” leading to “essentials; “reconnaissance expeditions” as metaphor for participative learning.

A detailed presentation that can be of interest for professionals involved in curriculum development for interfaith teaching.
Available -with access code- at the “Landesakademie für Fortbildung und Personalentwicklung an Schulen” web site:  http://www.lehrerfortbildung-bw.de/lak/ds/service/material/
9.8. Schreiner, P., The Role of Religion in Intercultural Learning: Summing Up and Perspectives, Council of Europe, Donaueschingen Akademie on Religious Diversity, Germany, (2006)
The presentation offers a broad view on intercultural issues with a particular emphasis on religious diversity. Many definitions are provided and projects training activities are mentioned, although not in detail. The text is enriched by many quotations and photos.
Although, the absence of explanatory notes somewhat hinders the use of this presentation, its broad scope can be of interest for teacher trainers.
Available -with access code- at the “Landesakademie für Fortbildung und Personalentwicklung an Schulen” web site:  http://www.lehrerfortbildung-bw.de/lak/ds/service/material/