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Balance the Distance | Finding Professional Solutions for Teachers of the 21st Century to Balance Work and Personal Life in the Remote Working Environment
FunderEuropean Commission
Funder Contribution €247,476.00
Funded underERASMUS+ | Partnerships for cooperation and exchanges of practices | Cooperation partnerships in school education
Project code2021-1-CZ01-KA220-SCH-000035830
Open Access mandatePublications: NoResearch data: No
Identifiers
Description
<< Background >>We applied for this project because we can see that our colleagues-teachers are getting more and more tired throughout the pandemic and that the whole situation has a bad impact on their mental health. In general, it is possible to see more and more teachers who are suffering from any mental health issue, from burnout to depression. Primary school teachers have to teach from home, and in case they have their own small children they have to learn with them as well. This means that teachers can hardly find the balance and divide the personal and work time. And this leads to mental health issues, burnout or it can lead to the point when teachers leave their profession. However, this does not apply to the teachersparents only, but to all teachers in general. So we collect experience from the foreign schools and distribute them among teachers in order to help them out with the right functioning example to provide first aid to teachers who find themselves in a difficult situation. During the implementaion of the project the COVID19 pandemic was fading and everything started to return to its original state, so we decided to focus more on work-life balance itself, because this topic is and always will be extremely important.<< Objectives >>With this project, we wanted to bring a solution, a relief to our fellow teachers, who are teaching children in their classes as well as their own children at home. And because we know that the same situation does not apply only to the Czech Republic but to the whole Europe, we prepared the BALANCE THE DISTANCE project. We wanted to bring practical examples of good practice from foreign countries and work together with our partners on a guide for teachers so that teachers will know what is the best way to balance their work and personal life and especially what particular tools can help them to balance the work and personal life.<< Implementation >>The BALDIS Project carried out several types of activities that had been divided into five work packages and during three of them there were developed four project results. The other two work packages were dedicated to transversal activities.The project structure was thus following:(WP1) Strategic Report Development including PR1 – Strategic Report(WP2) Training Materials Development including PR2 – Best Practices Examples and PR3 – Guide to Balance the Distance(WP3) Digital Educational Platform Development including PR4 – Digital Educational Platform(WP4) Management and Monitoring of the Project(WP5) Dissemination and Follow-up Activities of the ProjectFirst, there were transnational project meetings, three in-person (one of them in a hybrid format) and two online. During them, the progress of the project was assessed and partners agreed on how to continue the project. Second, three learning, teaching, training activities were organized by the responsible project partner (schools). The LTTAs were organized after the delivery of the particular project result. Participants learned about these project results and how to use them and benefit from them. The final activity were three multiplier events organized in each partner country. These events aimed to reach as many people as possible to share the project results and to have a bigger impact on the BALDIS project as well as the very important dissemination of the project results and presenting the developed online platform www.baldis.eu.WP1 was successfully implemented and the PR1 was created and finalized according to the project proposal with short delay caused by the later start of the project due to a slight delay with the signature of the grant agreement and administrative tasks. The implementation of the WP2 started according to plan and for a short period of time project partners were working on finalization of WP1 and WP2 simultaneously to avoid further delays compared to the original timetable. However, the collection of case studies required more time for individual interviews, especially due to the summer school holidays when it was not possible to conduct interviews for almost two whole months. So a slight delay in the partner’s work occurred despite our initial efforts. The implementation of PR3 under the same work package again started according to the project plan in September 2022. All partners again agreed on the simultaneous implementation to mitigate the delay that has occurred. The implementation of WP3 started as per the project proposal. Moreover, the project website, which was then fully developed into the Digital Educational Platform (PR4) was created in English and all partners’ languages during the first year of the project and was continuously filled with the finalized project results in all 4 project languages (English, Czech, Polish and Spanish).Finally, all transversal WPs, that is WP4 and WP5 started at the beginning of the project implementation period and were implemented throughout the whole project lifetime. In addition to the project management itself, great emphasis was placed on the regular evaluation of all project activities (TPMs, LTTAs, and Project Results). Similarly, great emphasis was placed on regular and consistent dissemination of the project itself and all completed project outputs to achieve the maximum possible results in this area. This was served not only by the timely creation of a website (platform), but also by the use of social networks (Facebook), and newsletters. The emphasis on regular information sharing through the internal channels of all project partners has also served our purpose very well.<< Results >>The BALDIS project was divided into five work packages, and during three of them, we successfully produced four project results. The first project result was the strategic report, a comparative report consisting of three national reports, each created by two national partners. This report was based on desk research and included interviews with experts in the relevant field. In the second project result, the Collection of Best Practices, we conducted interviews to gather in total 28 instead of 24 planned best examples from teachers' practices. For our third project result, the guide for teachers, we gathered learning points from the previous project result, incorporating tools and methods found online, all supervised by an expert in the field of psychology. So a practical guide with 24 practical tools was created. The fourth and final project result was the digital educational platform, where all previous outcomes, including the self-assessment tool in the form of a quiz, were published and made accessible for free. The successful completion of these tasks and the fulfillment of our aims underscore the comprehensive achievement of our project goals.
Partners (6)
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<< Background >>We applied for this project because we can see that our colleagues-teachers are getting more and more tired throughout the pandemic and that the whole situation has a bad impact on their mental health. In general, it is possible to see more and more teachers who are suffering from any mental health issue, from burnout to depression. Primary school teachers have to teach from home, and in case they have their own small children they have to learn with them as well. This means that teachers can hardly find the balance and divide the personal and work time. And this leads to mental health issues, burnout or it can lead to the point when teachers leave their profession. However, this does not apply to the teachersparents only, but to all teachers in general. So we collect experience from the foreign schools and distribute them among teachers in order to help them out with the right functioning example to provide first aid to teachers who find themselves in a difficult situation. During the implementaion of the project the COVID19 pandemic was fading and everything started to return to its original state, so we decided to focus more on work-life balance itself, because this topic is and always will be extremely important.<< Objectives >>With this project, we wanted to bring a solution, a relief to our fellow teachers, who are teaching children in their classes as well as their own children at home. And because we know that the same situation does not apply only to the Czech Republic but to the whole Europe, we prepared the BALANCE THE DISTANCE project. We wanted to bring practical examples of good practice from foreign countries and work together with our partners on a guide for teachers so that teachers will know what is the best way to balance their work and personal life and especially what particular tools can help them to balance the work and personal life.<< Implementation >>The BALDIS Project carried out several types of activities that had been divided into five work packages and during three of them there were developed four project results. The other two work packages were dedicated to transversal activities.The project structure was thus following:(WP1) Strategic Report Development including PR1 – Strategic Report(WP2) Training Materials Development including PR2 – Best Practices Examples and PR3 – Guide to Balance the Distance(WP3) Digital Educational Platform Development including PR4 – Digital Educational Platform(WP4) Management and Monitoring of the Project(WP5) Dissemination and Follow-up Activities of the ProjectFirst, there were transnational project meetings, three in-person (one of them in a hybrid format) and two online. During them, the progress of the project was assessed and partners agreed on how to continue the project. Second, three learning, teaching, training activities were organized by the responsible project partner (schools). The LTTAs were organized after the delivery of the particular project result. Participants learned about these project results and how to use them and benefit from them. The final activity were three multiplier events organized in each partner country. These events aimed to reach as many people as possible to share the project results and to have a bigger impact on the BALDIS project as well as the very important dissemination of the project results and presenting the developed online platform www.baldis.eu.WP1 was successfully implemented and the PR1 was created and finalized according to the project proposal with short delay caused by the later start of the project due to a slight delay with the signature of the grant agreement and administrative tasks. The implementation of the WP2 started according to plan and for a short period of time project partners were working on finalization of WP1 and WP2 simultaneously to avoid further delays compared to the original timetable. However, the collection of case studies required more time for individual interviews, especially due to the summer school holidays when it was not possible to conduct interviews for almost two whole months. So a slight delay in the partner’s work occurred despite our initial efforts. The implementation of PR3 under the same work package again started according to the project plan in September 2022. All partners again agreed on the simultaneous implementation to mitigate the delay that has occurred. The implementation of WP3 started as per the project proposal. Moreover, the project website, which was then fully developed into the Digital Educational Platform (PR4) was created in English and all partners’ languages during the first year of the project and was continuously filled with the finalized project results in all 4 project languages (English, Czech, Polish and Spanish).Finally, all transversal WPs, that is WP4 and WP5 started at the beginning of the project implementation period and were implemented throughout the whole project lifetime. In addition to the project management itself, great emphasis was placed on the regular evaluation of all project activities (TPMs, LTTAs, and Project Results). Similarly, great emphasis was placed on regular and consistent dissemination of the project itself and all completed project outputs to achieve the maximum possible results in this area. This was served not only by the timely creation of a website (platform), but also by the use of social networks (Facebook), and newsletters. The emphasis on regular information sharing through the internal channels of all project partners has also served our purpose very well.<< Results >>The BALDIS project was divided into five work packages, and during three of them, we successfully produced four project results. The first project result was the strategic report, a comparative report consisting of three national reports, each created by two national partners. This report was based on desk research and included interviews with experts in the relevant field. In the second project result, the Collection of Best Practices, we conducted interviews to gather in total 28 instead of 24 planned best examples from teachers' practices. For our third project result, the guide for teachers, we gathered learning points from the previous project result, incorporating tools and methods found online, all supervised by an expert in the field of psychology. So a practical guide with 24 practical tools was created. The fourth and final project result was the digital educational platform, where all previous outcomes, including the self-assessment tool in the form of a quiz, were published and made accessible for free. The successful completion of these tasks and the fulfillment of our aims underscore the comprehensive achievement of our project goals.
