Hot Topic #11
Teacher Training
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Here is our selection of good practice examples dealing with Teacher Training (in random order).
Please note that this is only a random selection of examples of good practice and this list is not supposed to and cannot be complete.

To learn more, you can go to our TOOLBOX and search for the title of the example (please note that the database search takes some time), go to the GOOD PRACTICE area (if the example is presented there) or follow the link to the project or partner web site.

Ambassador network for teachers in social and health care training programmes (Denmark)
Arbejdsmiljøsekretariatet website
According to a ministerial order for vocational education and training, education must contribute to the student’s understanding of a good work environment. The teachers responsible for vocational education and training do not necessarily have any particular skills in teaching about the work environment. Thus BAR SoSu (Branch environmental council for social and health care) in 2004-2006 initiated an ‘ambassador’ network to strengthen the teaching in environmental work within the social and health care training programmes.
The aim of the network is to provide a better understanding and more focus on teaching about the work environment, to strengthen the skills of the teachers already teaching this topic and to help exchange information between schools. The school’s chosen ambassador is a ‘special-knowledge person’ who has contact to the other ambassadors of the network and the other teachers and the leaders of the individual school. The ambassador provides the school with information, materials, ideas and knowledge from the network, and provides the network with evaluation, practical experiences and results.

European Workplace Tutor project (Germany)
The European Workplace Tutor is a qualification profile and training programme which aims at equipping in-company trainers with the competences they need to plan, deliver and evaluate training, to guide learning processes at the workplace, to assess individual and organisational training requirements and respond to them. The programme also places great value on the social, intercultural and methodic competences that are necessary to respond to the challenges of in-company training.
The project aims at transferring the training contents of the European training programme "European Workplace Tutor" to new countries (Romania, Spain, Hungary) as well as transferring training contents to new educational sub-systems (development of a dual curriculum for two training locations: university and vocational training). For this purpose, a joint European learning outcome profile was developed as a basis for the training. This programme was assigned to an EQF level and had been sub-divided into learning outcome units in order to test assignment of credit points.

Implementation of the Ordinance on Hazardous Substances in schools in North Rhine-Westphalia (Germany)
The Directive on Safety at Schools of North Rhine-Westphalia (RISU-NRW) introduced the position of a commissioner for dangerous substances at schools, who has the responsibilities of the head of school with regards to management of dangerous substances. In order to help teachers to accept the new regulations, and to enable the nominated commissioners to comply with their duties, the Statutory Accident Insurance for the Public Services of North Rhine-Westphalia (UK NRW) and its partners have researched , written and promoted guidelines for safety management and risk assessment on dangerous substances at schools.

EU-OSHA training programme for authorised trainers (USA)
Occupational Safety and Health Administration website
The EU-OSHA Training Institute (OTI) provides training for trainers at its education centres located all over the country. The week-long courses are designed for trainers within the construction sector and for general industry. They give a general view of the most hazardous and referenced standards. The programme’s website contains guidelines, topical materials, and updated information. Authorised trainers are required to attend an update course every four years to renew their status.

Teaching OSH (Czech Republic)
Institut Výchovy Bezpečnosti Práce website
Institut Výchovy Bezpečnosti Práce is an educational OSH institution accredited by the Ministry of Labour and Social Affairs and by the Ministry of Education. It offers a wide scope of educational initiatives at a national level, e.g. training courses and post-secondary education. In addition to courses for training as OSH mangers specialists or labour inspectors, there is the course ‘OSH lecturer’ which covers methodology, knowledge of modern, active methods of teaching. The institute also organises OSH courses for schools and post-secondary education.

INQA Lernwelt: Multi-media based teaching and self-studying of tele-tutors and apprentices in OSH (Germany, Austria, France)
INQA website
In order to strengthen OSH awareness, INQA and the project partners looked for a way to publicise effectively safety and health issues over the long term. They developed the “Lernwelt”, a blended learning network that aims at disseminating work and product safety guidelines among teachers and trainers, students and apprentices. As it was designed to be used for blended learning, qualifying teachers to be tele-tutors (or TC TeleCoach®) in occupational safety and health was central to its success.

Work Safe! Working Together for Safety - A State Team Approach to Preventing Occupational Injuries in Young People (USA)
Centers for Disease Control and Prevention website
The National Institute of Safety and Health (NIOSH) initiated the Work Safe! Programme, as it was recognised that there was a need to develop a curriculum to educate young people to be more safety conscious. The State of Connecticut is involved in the programme. Training is provided in free three- hour workshops approximately four times a year for those teachers who are interested in learning how to use the curriculum in their classrooms. Although the use of the Work Safe curriculum is not mandatory, its use within the classroom is encouraged. The project has been extended and training is also provided to both members of the workforce development boards and youth job training programme operators on how to use the curriculum.

coping in the classroom –an occupational health risk for teachers (UK)
IOSH web site
Teaching can be a rewarding but challenging profession. Pupils have different experiences and abilities, and come from
various backgrounds. Therefore it’s particularly challenging for teachers not only to educate pupils, but also to control
behavior, maintain a positive learning environment and ensure students’ health, safety and wellbeing.
A growing number of pupils have special educational needs (SEN*). There are nearly 1.5 million pupils (almost 18 per cent) without assessments in mainstream schools alone. In addition, stress is consistently found to be the main cause of work-related illness in the education sector.† So we were interested in exploring the support and resources available to teachers.
With help from the IOSH Education Group and the Child Safety Education Coalition (CSEC‡),a scoping study was carried out to find out more about the type of support teachers would find useful. The project had three main goals: to clarify what aspects of coping in the classroom could, be a source of stress for teachers, to clarify with the educational community whether a free
resource addressing issues with students with health, behavioural, emotional or transient needs was needed and would be useful, and to identify what form such a resource should take.

International internet portals on violence prevention in schools (VISIONARY portal) (Europe)
Web site
VISIONARY is a European collaborative project on school bullying and violence (SBV), addressing teachers, parents, professionals, pupils and others interested in the topic. The web portal aims to help all who search for background information on SBV, project descriptions, good practice, materials and other resources on SBV in the Internet. It also wants to support all who are interested in exchanging ideas and experiences with others on an International level. The main sections of the website are available in English, German, Spanish, French, Portuguese, Romanian, Danish and Finish.
This example can be found in detail in our GOOD PRACTICE area

Teachers concerned about violence at school II – Cyber-harassment (Belgium)
Web site
ETUCE (European Trade Union Committee for Education) started a couple of activities on the topic cyber harassment of teachers. These activities include two surveys, a seminar in Brussels, a conference in Bratislava and a special area on the ETUCE teacher's occupational safety and health website. On this website, all information on the second ETUCE project on violence at school: "Teachers concerned about violence at school - cyber harassment" can be found. Project description, information on the first and second survey, the seminar and the closing conference. Cyber harassment has developed into a highly discussed topic at schools because it affects teachers at their workplace and their working conditions in a most dangerous way. Cyber harassment can be understood as the use of information and communication technologies such as email, chat room, discussion group, instant messaging, mobile phones or short message services for repeatedly deliberate and hostile behaviour by an individual or a group with the intention to harm others. It ranges from continuous e-mail-sending to someone who has said they do not want any further contact with the sender to threats, sexual remarks, pejorative labels, ganging up on victims by making them the subject of ridicule in forums, posting false statements, and passing on pictures or films via mobile phones. Cyber-harassment is also known as cyber-bullying or cyber-stalking. ETUCE is developing an Action Plan on Violence and Harassment in Schools which will include the issue of cyber-harassment. Their activities are founded on the creation of schools as safe places for teaching and learning and including pupils in the prevention of cyber-harassment. The development of the action plan is being carried out in the context of the European Social Partners' Framework Agreement on Harassment and Violence at Work.

Building Site Safety (UK)
Web site
The packs provide teachers with a means of delivering safety education through the literacy hour. It gives children an understanding of the dangers of construction sites and provides them with strategies for avoiding them. The Key Stage 1 pack provides lesson plans to cover various areas of the curriculum including, PSHE, English, ICT, Art and Design, Maths, Science, Geography and Music. The learning objectives and National Curriculum links are clearly stated for each lesson. There are additional activities and a range of supporting resources for teachers and pupils.

Safe Start to Working Life (Austria)
Web site
The Leoben Labour Inspectorate conducted school projects jointly with the prevocational schools in Eisenerz, Knittelfeld and Leoben. The projects started with a presentation of the Labour Inspectorate, an introduction to occupational health and safety and the distribution of pertinent information. During the practical training week, the students focused on identifying and assessing work-related hazards. Labour inspectors accompanied the students and teachers during plant tours and alerted them to concrete hazards and risks. The school from Eisenerz created a poster and compiled a booklet for all subsequent students, which is also intended for distribution at engineering colleges and vocational schools.

WE CARE - A Programme for a Better School and Classroom Environment (Slovenia)
Web site
The project, conducted by The National Education Institute of Slovenia, is a part of bigger program International Network on School Bullying and Violence (participating countries: Australia, Austria, Belgium, Canada, France, Germany, Hungary, Ireland, Israel, Japan, Korea, Mexico, Norway, Poland, Slovak Republic, Slovenia, Sweden, Switzerland, Turkey, United Kingdom). The program is presented on its website. So far the project was running directly from Institute (3 -5 people); in each school there was a group that comprises head master, most of the teacher staff and school counsellor (around 25-30 people). The group from institute met with whole school group 6 times a year.

The MediPaeds - a team of teachers and medical practitioners (Germany)
Web site
A project with papers and seminars for the promotion of health amongst children and teenagers.

Mainstreaming safety for physical education lessons among teachers (Germany)
Web site
In Germany school education is under the sovereignty of the Federal States. Sixteen ministries of the Federal States and their subordinated authorities are responsible for school curricula and for teacher’s education and vocational training. Important partners for teacher’s training in safety issues are the Statutory Accident Insurance Companies for the Public Services (UKs), which are organised regionally, responsible for civil servants and teachers. The UKs offer a broad range of vocational training and safety guidelines as they have the legal duty for accident prevention activities (§§23 SGB VII). Physical education is among the most dangerous activities that are part of the curriculum of schools. These are the lessons in which most accidents at school happen. In order to prevent accidents in physical education and to give aid and guidance to the pupils, teachers have to be trained thoroughly in various kinds of sports.

OSH website "ungmedjob" (Denmark)
Web site
The teachers are the primary target group. The website is made to give inspiration and information, and in the case of the teachers to make it easier for them to integrate OSH in the teaching. Among other things the website contains a huge database of materials to be used in the teaching. The material comes from all the 11 Branch Working Environment Councils and the website therefore contains materials for all branches. The parents, the young ones and the employers can use the website to find general information on rules and regulations, e.g. when it comes to spare time jobs.

School without violence (Poland)
Web site
This project is targeted at schools – pupils, parents, teachers, and institutions connected with education. The campaign will be conducted in two stages. First stage – information campaign which will make people conscious of the problem of violence in school, its causes, and prevention. Public Opinion Research Centre conducted a questionnaire among pupils, teachers, and parents regarding violence in school (symptoms, scale, methods of coping with it). All results were published in regional daily newspapers. A programme board works out and publishes a code “School without Violence” including standards, which school should fulfil in order to limit violence. Second stage – schools which are willing to take part in the campaign will have to accept and fulfil requirements included in the code. They will receive the title of school participating in the campaign. All these schools must analyse their own situation and take up actions excluding violence (they will be estimated). According to notes there will be a ranking of the best schools. The second stage of the campaign starts with conference about violence with participation of all partners. Campaign partners are TVP 1 (television), Polish Radio 1 Programme

Cool Down! (Austria)
Web site
Aggression reduction is one of the most important theme of the future. It is never too late to start to show our children how to handle depression and use it to produce more positive energy. „Social competence" is going to be one of the most important and most asked qualification in the next century. The AUVA already takes a step forward and creates this internet project, which should help to create self-confidence, creativity and the ability to work active. The idea to create a "cool school" is not just the job of principles or teachers. They just make the first step and organise it in a way, which should also interest the students in this project. On the other hand, all the kids get, is a little introduction, but they have to solve problems by themselves. This active way will help them later in life to solve problems easier, because they learn to handle them at an early age

Summer courses for teachers in primary schools (Ireland)
Web site
The Health and Safety Authority has developed a 20 hour ‘summer course’ for primary school teachers. It is designed to be delivered over five consecutive days as per the specifications of the Department of Education and Science. There is an equal emphasis on the teacher acquiring knowledge as a worker in a workplace and on ways of positively impacting on the students’ understanding of health and safety issues. The 20 hour training programme looks at a range of health and safety issues relevant to schools. These include: - Identifying Hazards - Measuring Risk - Implementing Controls - Health and Safety Legislation - Risk Assessments and Safety Statements - Accident Reporting and Investigation On each day of the course participants apply general principles to the specifics of schools and consider lesson plans to teach the basic principles to primary level students.

GSA program (Austria)
AUVA web site
The GSA program is a campaign of qualification courses for teachers at vocational schools. The participants can reach, after 96 lessons, a certificate as a "GSA tutor" and are able to teach the pupils occasional safety and health.

„Stay fit with a healthy back – teacher handbook movement and health of bakers” (Germany)
This handbook on moving and health for bakers is directed to teachers in vocational schools and to operational and over-operational trainers. The handbook gives practical knowledge on the muscles and the spine as well as on special burdens in a bakers job. It helps teachers to design the subject sports in a way, which allows trainees to use their theoretical knowledge in practice. The handbook comes with a CD-Rom with teaching material and didactic tips.

National Programme for Health and Safety Education (PNESST) (Portugal)
Web site
The Programme focuses on young students and teachers, and aims to accomplish minimal OSH competences and interiorize safe behaviours. Besides that ISHST increases the partnership among local enterprises and other institutions in order to promote good practices and ensure supports to OSH projects at school. We actually are increasing the cooperation between ISHST, Superior Education Schools and other schools, following Portuguese government great options, the Lisbon strategy and de Bolonha Process. Our programme follows a national strategy.

Health and Safety Training of Teachers of Technology Subjects (Ireland)
Web site
Due to the high exposure to critical risks in technology classrooms it is imperative that teachers of these subjects are competent in best health and safety practice. The Authority is supporting an initiative of the second level support service for technology teachers to provide a full day’s (re)training to all 1800 technology teachers in the second level system. These include teachers of Design and Communication Graphics, Material Technologies, Engineering Technology, Construction Studies (Architectural Technology) and Technical Graphics. This initiative stems from recommendations of the ‘Review of Occupational Health and Safety in the Technologies in Post-primary Schools’. This course will draw from the teachers’ current knowledge of safety systems and introduce new skills in auditing, assessment and control. The focus will be practical and hands-on throughout. It is planned to begin the training during the 2007/ 2008 school year.

Sensitisation Campaign (Spain)
Web site
Sensitisation Campaign to make children, parents and teachers aware of accidents in accordance with the provisions of the Prevention Risk act and to integrate all society (parents, teachers and Administration) as key element in the educational process of the child. To reduce the infantile accidents and, in a future, the accidents and diseases of labour character.

Materials for Teachers of OSH (Poland)
Web site
The materials were prepared by experts and teachers associated by Centre of Teachers’ Development and Practical Education. They are meant to be used mainly by teachers with higher education running OSH classes in secondary schools. However, they can be inspirational for all courses and OSH studies that are conducted in education systems.

The L- program (Austria)
AUVA web site
Theoretical instruction in accident prevention for teachers at vocational schools for technical professions. Safe start into work life, law and rights, social security, protective equipment, ear protection, skin protection.

A Set of CIOP-PIB’s educational materials for teachers (Poland)
CIOP web site
CIOP-PIB provides an educational programme directed at youngsters at different levels of education, including children in preschool and those of school age, and - in some way - also teachers and parents. A Set of educational materials on safety culture and occupational safety and health supporting teachers at all levels of the national educational system was developed. The educational materials are divided into parts according to the four levels of the national education system: primary school – grades 1-3, ages 7-10 primary school – grades 4-6, ages 10-13 junior high school (secondary school), ages 13-16 higher levels of education (high school), ages 16-19

Curricula of OSH issues for teachers in primary and secondary schools (Slovenia)
Web site
The contents of the curricula ensure that the following are covered: - The consequences of the sedentary way of life. - The ergonomic aspect - ecological burdening in the classroom. - The light in pupils’ work environment. - The physical characteristics of light. - The pupils’ visual burdening. - The physical characteristics of sound and noise. - The noise influence on some human factors. - The noise and working efficiency of pupils. - Some bio-energetic factors of the pupils’ bodies. - Pupils and working papers. - The ergonomic planning of work places at practicum. - The standards, safety at executing additional curricula at sport. - The sport influence on the psychosomatic human status.

Set case for teachers “Safe on the way” (Germany)
Web site
The educational pack supports teachers to create a diverse and action-oriented lessons. For this, it brings together experts and teachers to create practice-oriented teaching materials. All materials will be developed here with reference to current educational plans. The website and the practical kit for teachers contain several materials for teachers concerning a safe way to school, such as work sheets "The school-Check", "Walk to School", "a bike to school","by bus or train to school", "by car to school" and a Feedback form for students, a booklet with solutions for teachers and additional material: Traffic signs and their meanings, role play and Information letter for parents.

Training teachers to develop and deliver health and safety education - (“Western Pilot Project”) (Ireland)
HSA web site
The Western Pilot Project was initiated during the summer of 2005 as a result of discussions between the Chairman of HSA, Mr. Jim Lyons and the WRAC Education Sub-Committee. Mr. Lyons brought a proposal to the sub-committee, for a 10-hour module to be developed and piloted in secondary schools. Mr. Lyons and Ms. Sheila O Driscoll approached principal teachers of targeted voluntary secondary schools, vocational schools and community schools. This personal contact was critical in engaging schools, according to principals consulted as part of the evaluation. Fifteen schools in four counties participated in this programme. The total number of participating students was 395, averaging 26 students per school. The principals and relevant teachers from their schools attended a kick-off meeting to be informed about the programme details and to offer views on its implementation. The teachers who were to deliver the module were provided with three training sessions.

Road safety education and teacher training in Scotland (Scotland)
Web site
Road safety is a significant problem in Scotland, with 314 deaths and 17,135 casualties on the country’s roads in 2006 alone ( The central aim of the research, commissioned by Road Safety Scotland, was to review the road safety input to all courses in the seven Scottish teacher-training colleges (TTCs) at the Universities of Aberdeen, Dundee, Edinburgh, Paisley, Strathclyde, Glasgow and Stirling. These universities provide a number of undergraduate courses, including a Bachelor of Education (B.Ed) in Primary and Secondary Education, and postgraduate courses, including the Post-graduate Certificate in Education (PGCE) in Primary and Secondary Education. Stage One of the research consisted of consultation with Road Safety Units that had TTCs in their geographic area of operation. This part of the research explored the road safety input into and links with the TTCs. Stage Two involved consultation with the Health Education co-ordinators (usually the member of TTCs’ teaching staff who would have responsibility for Health Education or Personal and Social Development courses) in each TTC. The aim was to canvass the extent and nature of road safety education within the teacher training courses and the support and resources that would be needed.

Napo for teachers (Europe)
Web site
Using the ever-popular Napo character, EU-OSHA, the European Agency for Safety and Health at Work, together with the Napo Consortium has devised a series of OSH education toolkits for teachers, aimed at introducing health and safety topics to primary school children in an educational, yet fun and imaginative way using the Napo clips and creative activities. Each study pack outlines the key messages and learning objectives, offering teachers full details on suggested activity ideas (of up to two hours) and the resources required, alongside a sample lesson plan that can be readily incorporated into a typical 50 minute lesson. Currently being tested by primary school teachers across Europe, the resource packs offer suggested lesson plans to educate children aged between seven and eleven on the importance of health and safety. The informative education toolkits feature full instructions and suggested activities, to provide teachers and educators support and guidance on incorporating OSH messages into the existing curriculum.
This example can be found in detail in our GOOD PRACTICE area

Teacher training in health education (Finland)
Web site
In Finland, health education has been a mandatory subject in basic, general upper secondary and vocational education and training since 2000 (government proposal 142/2000). One requirement arising from this was that in-service training was to be provided for teachers for a 5-year transition period following the reform's entry into force. The reform meant several legislative changes to the Finnish education system Since spring 2007, upper secondary school-leavers, aged 18-19, have been able to select health education as one of the topics for their matriculation examination, and it became one of the most popular examination subjects (5111 candidates in autumn 2008). It incorporates topics such as general health education, social skills, the work/life balance, and safety and health at work. Four matriculation tests on the subject of health education have been held after its inclusion in the examination, and some test questions have been from the area of occupational safety and health, e.g. epidemiology, ergonomics, prevention. Candidates have been asked to recognize cases of bullying, to identify health risks in the work of a rock musician, to present and review indoor air problems, to argue for the positive health effects of banning smoking in bars and restaurants, and discuss the consequences of this.

CyberTraining (Germany)
Web site
Cyberbullying is a new form of school bullying that involves the use of electronic devices such as e-mail, instant messaging, chat rooms, mobiles, or other forms of information technology. In contrast to other forms of bullying, it reaches a far wider audience at rapid speed, transcending boundaries of time, and physical and personal space. The project’s overall objective: Creation of a training manual for trainers The CyberTraining project aims to develop a training manual on cyberbullying that provides trainers with clear guidance, support and resources. The training manual primarily addresses trainers from across Europe working with schools, parents and young people affected by or dealing with cyberbullying on various levels. The manual will be both practice-oriented and well-grounded in the latest research findings on cyberbullying.

Noise and listening (Germany)
UFU web site
A collection of materials, which will be available for all teachers in Berlin and which consists of literature, concepts for lessons, CDs with practice examples, work sheets, videos, excursions, measuring instruments etc. Providing a collection of material which is available to all teachers, makes this project highly effective and reduces its cost; any teacher who has worked with the material may function as a upervisor/advisor to others.
This example can be found in detail in our GOOD PRACTICE area

Promoting accident prevention and awareness on health and safety at schools (Greece)
Email Ms Katerina Xydia
A partnership was established in the region of Achaia (Greece) between private companies, as well as public and local authorities, for promoting accident prevention and awareness on safety and health at schools. This network, the Frontida, Agogi, Organosi, Symmetohi (FAOS), trains teachers on safety and health issues, encourages schools to develop inspection schemes for possible risks at schools and motivates parents’ associations to obtain their active involvement. The approach includes training teachers to train other teachers about OSH and risk education.

Children’s Art Competition as a way of educating children about safe behaviour at school (Poland)
CIOP website
This case describes how teachers are involved in the planning and implementation of a health and safety art competition. The competition aims to raise awareness of OSH among teachers and head teachers as well as pupils. The activity includes preparatory meetings with head teachers and teachers in those schools who will participate, customised to the school. In this way teachers’ skills and motivation to provide risk education are also developed.

Co-operation in risk prevention at school (Sweden)
Källby Gård website
Källby Gård, a comprehensive school in Sweden, developed a plan to promote children’s safety in both the physical and the psychosocial environment. Every close call and accident which occurs is recorded, and a safety representatives’ committee which includes pupils and staff is responsible for taking suitable measures. Parents are also involved in this work.

Centre for School and Safety – web resources on ‘social safety’, (The Netherlands)
Centre for School and Safety website
To support schools in designing this specific policy, the Dutch Ministry of Education, Culture and Science, set up a Centre for School and Safety at the APS (Dutch National Centre for School Improvement) in November 2004.
The Centre for School and Safety provides a range of services and resources.
It provides training in the form of workshops for schools and their teachers. The programme can be organised to fit the needs of specific schools. There is also a programme where it will come and work within a school and with its staff for a week (Research Route).

Educational activities of a pharmaceutical company (Poland)
GSK website
As part of the corporate social responsibility approach of pharmaceutical company GlaxoSmithKline, it aims to promote risk awareness and a healthy life style through educational activities with schools and the local community.

Accident prevention and safety in secondary and primary schools (Greece)
Email Ms. Christina Christidou
The Office for Health Education - Division for Secondary Education in West Thessaloniki, Central Macedonia (Greece), organised a series of seminars. The seminars, directed at teachers and pupils in the region, were on accident prevention in schools, road safety, drug abuse, fire protection and first aid. They also focused on safety management in schools, and teachers and pupils were involved in detecting the main problems.

Co-operation and health education for teachers and pupils (Cyprus)
Contact: Dr. Soula Ioannou, Health Education Advisor, Health and Citizenship Committee Ministry of Education and Culture, Nicosia 1434, Cyprus
The Health and Citizenship Education Committee of Cyprus was set up to bring together representatives from the ministries covering education and health. It supports health education in schools, trains in-service teachers and promotes health education programmes. The wide spectrum of activities covers, among other issues, safety and health at schools, drug abuse, smoking, self- esteem and stress management.

To learn more, go to our TOOLBOX and type in the title of the example, go to the GOOD PRACTICE area (if the example is presented there) or follow the link to the project web site.