About
The PROMISE project is an Erasmus+ European collaboration project in which seven partner organisations work together. The partner organisations cover a diversity of European countries with partners from Leeds (UK), Budapest (Hungary), Ljubljana (Slovenia), Leiden (The Netherlands), Aberdeen (UK), Tilburg (The Netherlands) and Tübingen (Germany).
All participating partners are members of the ATEE (Association for Teacher Education in Europe), or the Research and Development Community for ‘in service learning’. We share common interests around the professional education of educators and how this can support inclusion and diversity in learning spaces.
Here you can download our ebook and find more information about our journey of learning, connection, understanding and hope. Please also see our publications (in English and Hungarian) in the Hungarian Journal Pedagógusképzés - Teacher Education and Learning
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Blended Learning on Inclusion
Beginning teachers cooperatively learn to promote inclusion in school -
Complexity and inter-professionalism
School leaders seeking solutions beyond schools -
Boundary crossing
School leaders and school development teams seek solutions for partnerships in professional learning through networking -
Collaborating with peers and experts to explore professional dilemmas
In-service trainee educators learning about personal dilemmas from other perspectives, including those of peers and experts. -
Cooperation between students in blended learning formats
Teachers enable students to learn together autonomously and independent of both time as well as space factors. -
Distant Peer-Coaching
Beginning teachers learn to support each other with digital tools -
Teachers’ Values and Beliefs
Student teachers and qualified teachers will consider their values and beliefs and how these might impact on decision making in their daily work -
Together, we see further
A group of teachers or student teachers work together to deepen the analysis of inclusion problems and find solutions. -
Inquiry stance
Problem solving through inquiry as stance