This article discusses the role of the EU-funded project `CONTESSA – Contemporary teaching skills' (https://contessa-project.eu) in modernizing teacher training methodologies in Cambodia and Sri Lanka. Focusing on the pressing need to adapt to 21st-century teaching and learning paradigms, CONTESSA's design reflects an understanding of the technological disparities across these countries. While acknowledging the resource constraints, the program centers its e-learning curriculum on empowering teachers to enhance lesson planning and teaching quality. The program introduces multiple modules, each targeting specific pedagogical skills ranging from digital teaching, learner-centric approaches, embracing classroom diversity, to understanding gender-based nuances in education. Additionally, the article underscores the significance of training teacher trainers to ensure the program's sustainability, detailing a comprehensive Train-the-Trainer initiative that encompasses face-to-face workshops, tutorials, and a user manual. Derived from a four-year-long project, findings indicate the potential of the CONTESSA program in fostering a shift towards widely accessible teacher training, aiming to equip educators with crucial 21st-century teaching skills and promote holistic student learning. The program's broader vision emphasizes a collaborative community of practice, ensuring the professional growth of educators and impactful learning experiences for students.
%0 Book
%1 hummel_empowering_2024
%A Hummel, Sandra
%A Bohlinger, Sandra
%A Sheehan, Bridget
%B Empowering Education in Cambodia and Sri Lanka: Quality Improvement in Teaching and Learning in the 21st Century
%C Wiesbaden
%D 2024
%E Hummel, Sandra
%I Springer Fachmedien Wiesbaden
%K area_responsibleai yaff
%P 65--76
%R 10.1007/978-3-658-43306-2_5
%T Empowering Education in Cambodia and Sri Lanka: Quality Improvement in Teaching and Learning in the 21st Century
%U https://doi.org/10.1007/978-3-658-43306-2
%X This article discusses the role of the EU-funded project `CONTESSA – Contemporary teaching skills' (https://contessa-project.eu) in modernizing teacher training methodologies in Cambodia and Sri Lanka. Focusing on the pressing need to adapt to 21st-century teaching and learning paradigms, CONTESSA's design reflects an understanding of the technological disparities across these countries. While acknowledging the resource constraints, the program centers its e-learning curriculum on empowering teachers to enhance lesson planning and teaching quality. The program introduces multiple modules, each targeting specific pedagogical skills ranging from digital teaching, learner-centric approaches, embracing classroom diversity, to understanding gender-based nuances in education. Additionally, the article underscores the significance of training teacher trainers to ensure the program's sustainability, detailing a comprehensive Train-the-Trainer initiative that encompasses face-to-face workshops, tutorials, and a user manual. Derived from a four-year-long project, findings indicate the potential of the CONTESSA program in fostering a shift towards widely accessible teacher training, aiming to equip educators with crucial 21st-century teaching skills and promote holistic student learning. The program's broader vision emphasizes a collaborative community of practice, ensuring the professional growth of educators and impactful learning experiences for students.
%@ 978-3-658-43306-2
@book{hummel_empowering_2024,
abstract = {This article discusses the role of the EU-funded project `CONTESSA – Contemporary teaching skills' (https://contessa-project.eu) in modernizing teacher training methodologies in Cambodia and Sri Lanka. Focusing on the pressing need to adapt to 21st-century teaching and learning paradigms, CONTESSA's design reflects an understanding of the technological disparities across these countries. While acknowledging the resource constraints, the program centers its e-learning curriculum on empowering teachers to enhance lesson planning and teaching quality. The program introduces multiple modules, each targeting specific pedagogical skills ranging from digital teaching, learner-centric approaches, embracing classroom diversity, to understanding gender-based nuances in education. Additionally, the article underscores the significance of training teacher trainers to ensure the program's sustainability, detailing a comprehensive Train-the-Trainer initiative that encompasses face-to-face workshops, tutorials, and a user manual. Derived from a four-year-long project, findings indicate the potential of the CONTESSA program in fostering a shift towards widely accessible teacher training, aiming to equip educators with crucial 21st-century teaching skills and promote holistic student learning. The program's broader vision emphasizes a collaborative community of practice, ensuring the professional growth of educators and impactful learning experiences for students.},
added-at = {2024-09-10T10:41:24.000+0200},
address = {Wiesbaden},
author = {Hummel, Sandra and Bohlinger, Sandra and Sheehan, Bridget},
biburl = {https://puma.scadsai.uni-leipzig.de/bibtex/2c45a518bd990f259f856b33e478646bc/scadsfct},
booktitle = {Empowering {Education} in {Cambodia} and {Sri} {Lanka}: {Quality} {Improvement} in {Teaching} and {Learning} in the 21st {Century}},
doi = {10.1007/978-3-658-43306-2_5},
editor = {Hummel, Sandra},
interhash = {3e7d466e99643ad8eba7fc776969e148},
intrahash = {c45a518bd990f259f856b33e478646bc},
isbn = {978-3-658-43306-2},
keywords = {area_responsibleai yaff},
language = {English},
pages = {65--76},
publisher = {Springer Fachmedien Wiesbaden},
timestamp = {2025-07-29T10:29:43.000+0200},
title = {Empowering {Education} in {Cambodia} and {Sri} {Lanka}: {Quality} {Improvement} in {Teaching} and {Learning} in the 21st {Century}},
url = {https://doi.org/10.1007/978-3-658-43306-2},
year = 2024
}
