Németh, Szilvia, Sallai, Éva (2024) Promoting equitable and creative learning communities by VIG In: Sallai Éva-emlékkönyv. Eger, Eszterházy Károly Katolikus Egyetem Líceum Kiadó. pp. 131-144.
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Absztrakt (kivonat)
In the academic year of 2018/19, Creative Partnerships Hungary2 and the Hungarian Video Training Association started a joint venture to provide profession al development to teachers involved in building creative education networks. With the financial support of the Open Society Foundations, the Videotréning Association has integrated into existing local partnerships in Pécs and Budapest and stepped up efforts to ensure equitable education for Roma and disadvantaged children. The partnerships aimed to develop the creativity and critical thinking skills of disadvantaged pupils, facilitating their access to quality ed ucation and their future employability. Recognising the different pedagogical skills of teachers, especially in heterogeneous contexts, the Videotraining Asso ciation introduced its VIG methodology to improve classroom interactions and promote reflective teaching practices. The collaboration involved four teachers from Pécs and four teachers from Budapest, who participated in VIG sessions and Creative Partnership initiatives. The project facilitated individual teacher development through video feedback sessions and supported the delivery of VIG together with the Creative Partnerships methodology. Mini projects addressing local challenges were conducted, integrating creative professionals and teachers in collaborative work. Despite positive feedback, challenges have emerged in aligning VIG and Cre ative Partnerships, highlighting the need for further research. Unintended outcomes included the creation of a new collaboration in the 9th district of Budapest to expand networks of creative education. The project increased the visibility of VIG among educators and created a substantial video documentation corpus for future research. Lessons learned have confirmed the effectiveness of VIG in providing personalised support and promoting reflective teaching practices. Recommendations included developing a VIG diary and further developing the implementation of the Creative Partnerships programme, emphasising teacher training, minimising intervention in workshops and appointing local coordinators. In summary, the project has led to transformative changes in teachers’ prac tice and students’ experiences, emphasising the importance of personalised support, reflective teaching and innovative pedagogical approaches in nurturing creativity and empowering disadvantaged children.
| Mű típusa: | Könyvrészlet - Book section |
|---|---|
| Szerző: | Szerző neve Email MTMT azonosító ORCID azonosító Közreműködés Németh, Szilvia NEM RÉSZLETEZETT NEM RÉSZLETEZETT NEM RÉSZLETEZETT Szerző Sallai, Éva NEM RÉSZLETEZETT NEM RÉSZLETEZETT NEM RÉSZLETEZETT Szerző |
| Kapcsolódó URL-ek: | |
| Kulcsszavak: | creative education, professional development, video training, dis advantaged children, reflective teaching, building collaborative networks |
| Nyelv: | angol |
| Felhasználó: | Tibor Gál |
| Dátum: | 02 Dec 2024 08:05 |
| Utolsó módosítás: | 02 Dec 2024 08:05 |
| URI: | http://publikacio.uni-eszterhazy.hu/id/eprint/8309 |
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