Teachers

The Training for Primary School Teachers in Crisis Contexts package was developed for unqualified or under-qualified teachers often recruited to teach in refugee camps and in a range of other emergency settings.

The Teachers in Crisis Contexts (TiCC) Peer Coaching pack provides an additional layer of support for teachers participating in the Training for Primary School Teachers in Crisis Contexts by preparing teachers to use Teacher Learning Circles (TLCs) and Classroom Observations.

This publication provides donors, policymakers, practitioners, researchers, and teachers with compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice.

This resource includes findings from a landscape review, a conceptual framework for teacher well-being, as well as programmatic and policy guidance for providing comprehensive support to the well-being of teachers working in low resource, crisis, and conflict-affected contexts.

Confronted with record-high numbers of displaced persons and protracted crises that have lasted for decades, this paper draws on case study examples from multiple countries to examine both the persistent challenges and promising practices for refugee, internally displaced, and national teachers in their efforts to provide education to the millions of children and youth affected by crisis.

The INEE Guidance Notes on Teaching and Learning and accompanying Resource Pack build on the INEE Minimum Standards and articulate good practice on critical issues related to curricula adaptation and development; teacher training, professional development and support; instruction and learning processes; and the assessment of learning outcomes.

The Guidance Notes on Teacher Compensation and related materials (available in English, French, Spanish, and Arabic) provide a framework for determining appropriate compensation for teachers in crisis contexts.

INEE hosted a free webinar on 29 September 2016 addressing the critical issue of teacher professional development in crisis-affected contexts.

This guide is based on rich information that emerged from the INEE-hosted online forum on Teacher Professional Development in Crisis.

This document identifies core issues and reviews interventions related to teacher support. 

The School Code of Conduct (SCOC) training programme is designed to be used by Save the Children education staff to enable teachers and education personnel to implement governmental Teachers’ Codes of Conduct (TCOC) in schools. The training content relates to development and emergency contexts; to immediate and post conflict settings; and in response to natural disasters.

Teachers College, Columbia University launched the Teachers for Teachers initiative in Kakuma Refugee Camp, Kenya to support refugee and Kenyan teachers in their efforts to improve their own teaching practice and student learning in the camp.

This brief provides an overview of how teacher training is different in emergencies; who is trained; the timeframe for training; and the forms of, methodology and content for training. It also lays out 4 practical steps to follow in planning effective training for teachers. 

Through this series, REPSSI strives to publish high-quality, user-friendly, evidence-based manuals and guidelines, all characterised by subject matter that can be said to address the issue of psychosocial wellbeing. Within the series, different publications are aimed at different levels of audience or user.

This annotated bibliography reflects the results from a review of the literature regarding teacher professional development (TPD) in conflict, post-conflict, fragile, and developing contexts.