Teacher board

The Teacher Board (TB) is a structured group of teacher trainers involved in both initial teacher education and continuous professional development, established in each partner country and at a European level. It functions as an advisory, participative, and action-oriented body within the TASC project, contributing to the quality, relevance, and implementation of the Teacher Academy on Sustainable Communication.

At national level, each Teacher Board consists of up to 10 teacher trainers and is supervised by a consortium partner, while at European level, transnational groups of teacher trainers collaborate under joint supervision. Members receive initial training in sustainable communication and engage in regular meetings (approximately three per year) to stay informed about project developments and to provide structured feedback.

The Teacher Board played a key role in reviewing and validating project outputs, testing the Teacher Trainer Manual, and informing the development of guidelines for implementation and policy-making. Through its dual national and European structure, the TB ensures alignment between local educational contexts and the broader transnational objectives of the TASC project.

Communities of Practice

The Communities of Practice (CoP) are structured networks of pre-service and in-service teachers from pre-primary, primary, and lower secondary education who collaboratively engage in sustainable communication practices. They are designed as participative, action-oriented learning communities that combine professional development, knowledge sharing, and practice-based experimentation.

In each participating country, a national CoP includes approximately 25 teachers, guided by national supervisors, and is connected to a broader European CoP of at least 175 participants. Within these communities, teachers engage in both formal and informal exchanges, working in full groups and subgroups to share best practices, reflect on classroom experiences, and co-construct new knowledge in sustainable communication.

A central function of the CoP is the systematic testing and refinement of project outputs, notably the Teacher Toolkit, which is piloted in multiple phases in real classroom contexts. In addition, selected members participated in the face-to-face piloting of the joint European training programme (20 ECTS), contributing feedback and supporting iterative improvement of the training design.

Through continuous interaction, collaborative reflection, and experiential application, the CoP fosters both individual professional growth and collective advancement of pedagogical practices, ensuring that innovations in sustainable communication are grounded in authentic educational settings.