Page 20 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 20
king with ESLers than on assessing measurable outcomes of policy ex-
periments (Edwards & Downes, 2013: 48).
Fields of TITA (scientific) backgrounds
The overriding goal of the TITA project is to support the implementation of
innovative policy solutions at the institutional level to reduce ESL, in line
with the priorities set out in Europe 2020 and ET 2020. By promoting and
supporting multi-professional teams in schools, it provides scientific sup-
port, tools for actions and training to address ESL. Therefore, the project
presents innovative responses to the generally identified problem of com-
mon EU cooperation in the field of education, and thereby addresses the
European goals.
Promoting and supporting the development of multi-professional
teams in schools at the EU level is identified as a key to successful strategies
to cut ESL. To work on ESL with other professionals and to establish stu-
dent-centred measures, education staff needs to understand ESL, the ba-
sic principles of multi-professional cooperation and develop or strengthen
special skills. Accordingly, the TITA comprehensive scientific base pro-
vides a detailed evidence-based understanding of: a) early school leaving
(as the core policy problem the TITA project addresses), presented in the
monograph Early school leaving: Contemporary European Perspectives;
b) cooperation (as a promising solution to reducing ESL), presented in the
monograph ESL: Cooperation Perspectives and training (as a tool for arriv-
ing at solutions), presented in this monograph.
This monograph focused on training perspectives of ESL considers
the training of the teachers as well as other members of multi-professional
teams. First, some relevant domains of the teacher’s professional and per-
sonal development are presented with a special focus on training to facili-
tate cooperation in multi-professional teams. The second subsection looks
at training to establish cooperation with students. Here, the focus is on
non-cognitive approaches which, in addition to traditional ‘academic sup-
port’ measures, are recognised as providing crucial support when address-
ing ESLers’ difficulties, which may be social, personal or emotional in na-
ture. These resilience-building approaches are acknowledged for not only
building feelings of confidence, but they also have a (direct and indirect)
effect on the academic performance of students. In the third subsection,
some innovative forms of training for teachers and other educational staff
20
periments (Edwards & Downes, 2013: 48).
Fields of TITA (scientific) backgrounds
The overriding goal of the TITA project is to support the implementation of
innovative policy solutions at the institutional level to reduce ESL, in line
with the priorities set out in Europe 2020 and ET 2020. By promoting and
supporting multi-professional teams in schools, it provides scientific sup-
port, tools for actions and training to address ESL. Therefore, the project
presents innovative responses to the generally identified problem of com-
mon EU cooperation in the field of education, and thereby addresses the
European goals.
Promoting and supporting the development of multi-professional
teams in schools at the EU level is identified as a key to successful strategies
to cut ESL. To work on ESL with other professionals and to establish stu-
dent-centred measures, education staff needs to understand ESL, the ba-
sic principles of multi-professional cooperation and develop or strengthen
special skills. Accordingly, the TITA comprehensive scientific base pro-
vides a detailed evidence-based understanding of: a) early school leaving
(as the core policy problem the TITA project addresses), presented in the
monograph Early school leaving: Contemporary European Perspectives;
b) cooperation (as a promising solution to reducing ESL), presented in the
monograph ESL: Cooperation Perspectives and training (as a tool for arriv-
ing at solutions), presented in this monograph.
This monograph focused on training perspectives of ESL considers
the training of the teachers as well as other members of multi-professional
teams. First, some relevant domains of the teacher’s professional and per-
sonal development are presented with a special focus on training to facili-
tate cooperation in multi-professional teams. The second subsection looks
at training to establish cooperation with students. Here, the focus is on
non-cognitive approaches which, in addition to traditional ‘academic sup-
port’ measures, are recognised as providing crucial support when address-
ing ESLers’ difficulties, which may be social, personal or emotional in na-
ture. These resilience-building approaches are acknowledged for not only
building feelings of confidence, but they also have a (direct and indirect)
effect on the academic performance of students. In the third subsection,
some innovative forms of training for teachers and other educational staff
20
