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[link] => https://book.coe.int/en/191-violence-against-women-and-domestic-violence
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(
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[3] => Array
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(
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[link] => https://book.coe.int/en/192-trafficking-in-human-beings
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(
)
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[5] => Array
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[6] => Array
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[2] => Array
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(
)
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[1] => Array
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[2] => Array
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(
)
)
[1] => Array
(
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[2] => Array
(
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[link] => https://book.coe.int/en/205-drugs
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(
)
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[3] => Array
(
[id] => 196
[link] => https://book.coe.int/en/196-migration
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(
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[4] => Array
(
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[link] => https://book.coe.int/en/190-gender-equality
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[5] => Array
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[link] => https://book.coe.int/en/197-council-of-europe-development-bank
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)
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[6] => Array
(
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(
)
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[7] => Array
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[id] => 223
[link] => https://book.coe.int/en/223-people-with-disabilities
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)
)
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[5] => Array
(
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[0] => Array
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[link] => https://book.coe.int/en/199-internet
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[1] => Array
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[id] => 200
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)
[2] => Array
(
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(
)
)
[3] => Array
(
[id] => 202
[link] => https://book.coe.int/en/202-cybercrime
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(
)
)
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[6] => Array
(
[id] => 203
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(
[0] => Array
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(
)
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[1] => Array
(
[id] => 206
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(
)
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[2] => Array
(
[id] => 207
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(
)
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)
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[7] => Array
(
[id] => 208
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[desc] =>
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(
[0] => Array
(
[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
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(
)
)
[1] => Array
(
[id] => 211
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(
)
)
[2] => Array
(
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(
)
)
[3] => Array
(
[id] => 214
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(
)
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)
[8] => Array
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[id] => 215
[link] => https://book.coe.int/en/215-council-of-europe-and-the-eu
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(
[0] => Array
(
[id] => 216
[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
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[desc] =>
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(
)
)
[1] => Array
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[desc] =>
[children] => Array
(
)
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)
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[0] => Array
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[id] => 219
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(
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[id] => 220
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(
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[2] => Array
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[id] => 221
[link] => https://book.coe.int/en/221-roma-and-travellers
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)
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[0] => Array
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[id] => 226
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[2] => Array
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[id] => 237
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(
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[3] => Array
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[id] => 175
[link] => https://book.coe.int/en/175-european-prison-reform
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(
)
)
[4] => Array
(
[id] => 238
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(
)
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[5] => Array
(
[id] => 239
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(
)
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(
)
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[id] => 246
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(
)
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[4] => Array
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[id] => 247
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1
Catalog
PDF - How all teachers can support citizenship and human rights education: a framework for the development of competences (2009)
This publication sets out the core competences needed by teachers to put democratic citizenship and human rights into practice in the classroom, throughout the school and in the wider community. It is intended for all teachers - not only specialists but teachers in all subject areas - and teacher educators working in higher-education institutions or other settings, both in pre- and in-service training.Some 15 competences are presented and grouped into four clusters. Each cluster of competences corresponds to one chapter, within which the competences are described in detail and exemplified. The reader will find progression grids and suggested developmental activities for each competence: these grids - featuring focusing, developing, established and advanced practice - aim to help teachers and teacher educators determine the level to which their professional practice corresponds, and thus identify specific and practical improvements upon which they can focus.
Executive summary
Acknowledgements
1. Preface
2. Introduction
3. Overview of the competences and the overall document
4. Cluster A: EDC/HRE knowledge and understanding
5. Cluster B: teaching and learning activities that develop EDC/HRE in the classroom and school
6. Cluster C: teaching and learning activities that develop EDC/HRE through partnerships and community involvement
7. Cluster D: implementing and evaluating participatory EDC/HRE approaches
8. Resources for other stakeholders
9. Conclusion
10. Appendix
11. References and resources
Download an extract (1000)
This publication sets out the core competences needed by teachers to put democratic citizenship and human rights into practice in the classroom, throughout the school and in the wider community. It is intended for all teachers - not only specialists but teachers in all subject areas - and teacher educators working in higher-education institutions or other settings, both in pre- and in-service training.Some 15 competences are presented and grouped into four clusters. Each cluster of competences corresponds to one chapter, within which the competences are described in detail and exemplified. The reader will find progression grids and suggested developmental activities for each competence: these grids - featuring focusing, developing, established and advanced practice - aim to help teachers and teacher educators determine the level to which their professional practice corresponds, and thus identify specific and practical improvements upon which they can focus.
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