Context of our objectives: - Educators and education services have a responsibility to continuously critically reflect on the methods they use, especially when engaging with vulnerable groups. - However a key building block for critical reflection is both time and a community of peers, which can often be in short supply, especially for educators in a non-formal space, or working internationally. - Through a long-term, peer-to-peer program, we will develop a community of peers and implement short but intense activities to support educators to integrate critical reflective practices into their work. Objectives: O1: Establish a sustainable peer-to-peer mentoring program for educators and counselors, focusing on critical reflection and best practices in working with migrants. O2: Enhance the skills and competencies of educators in addressing the unique challenges faced by migrants in terms of employability and social integration. O3: Develop and implement a long-term program that supports continuous professional development for educators, ensuring improved educational outcomes for migrant populations.
Building on a 2019 training course led by our partners (Practicing Critical Reflection), we looked to use this project format to further integrate & explore CR methods within diverse educational contexts in DE, LT, IE. Critical reflection is the process by which educators systematically analyse and evaluate their teaching practices, beliefs, and values to gain a deeper understanding of their pedagogy and its impact on learners. It involves questioning assumptions, considering diverse perspectives, and exploring ways to enhance teaching effectiveness and learner outcomes, particularly in the context of cultural, social, and emotional aspects of learning. N1: There was a lack of structured peer-to-peer mentoring programs for educators to exchange best practices and strategies for addressing the complex needs. N2: Existing training programs were insufficient in equipping educators with the skills required to engage effectively with migrants. As identified in our 2019 training programs. N3: In different partner countries there existed vastly different contexts with regards to institutional and otherwise structures for critical reflection. As such we looked to generate a transnational network for a community of educators.