The Team Teacher Reflection (TTR) “Learning to teach inclusively” is a training in inclusive teaching approaches for academic staff, designed to usher all students into a programme of study and nurture their sense of belonging. TTR is designed for staff teams at EUR, EHU, UOS, and UPORTO, with the main aim to deconstruct the ways in which teachers can impact students’ sense of belonging. Teams of teachers will be trained in skills to teach and support a diverse student population. Staff will develop knowledge and capacity about inclusive learning, and implement specific changes to make their teaching more inclusive. TTR is empowering teaching staff to develop their capacity and confidence to enable a diverse student population to engage, belong and learn successfully.


The staff-student Dialogue Days in which staff and students interact will be used to support the design and development of the Team Teacher Training for “Learning to teach inclusively” and the Community Building among students.

TTR will use Culturally Relevant Pedagogy (CRP) as its theoretical framework when developing training programme. In CRP teaching draws on the (cultural) backgrounds and knowledge of students by 1) promoting cultural competences (knowledge, awareness and teaching skills) of teachers, 2) inspiring teachers to have high expectations of all their students, and by 3) promoting critical consciousness among students by teachers.


Today, there is an increasing awareness of the importance of inclusive learning environments in HE, supportive for all students to enhance their sense of belonging, and to fulfill their potential and to be successful students. Paradoxically, most of these activities are placed outside the classroom (for example extra-curricular initiatives), while it sounds logical that sense of belonging and the fulfilment of potential are to a large extent stimulated inside the classroom, that is: in interaction between teachers and students.


TTR will be piloted in 2019/20 Education programme/course, and delivered in another programme in a different faculty in 2020/21.


Participants of the Dialogue Days (both teachers and students) will also participate in the TTR: teachers in the role of learners and students in the role of mentors.


TTR will be organized in two sessions during first semester, covering two distinct topics. Each TTR Session will last up to 6 hours.

Follow Up

Follow up TTR Session (second semester), will look into assignments and assess improvements and challenges faced by teachers. The student participants reflect on these findings.

Team Teacher Reflection Sessions: Learning Objectives

Overall learning objectives:

After participation, participants will:

  • be aware of the impact of teaching on the sense of belonging and achievements of diverse groups of students.
  • be able to critically reflect upon own biases concerning teaching a diverse group of students.
  • be able to apply their new competences about Culturally Responsive Teaching into an inclusive action plan for their course.

Program session 1:

  • Student perspective:
    • Learning goals:
      • To understand how students with a diverse background might feel in the classroom;
      • To be aware of challenges and struggles students from different backgrounds experience in the classroom;
  • Teacher Bias:
    • Learning goals:
      • To be able to reflect and be aware of own biases;
      • To understand how explicit and implicit biases affect teaching and as a consequence students’ performance.
  • Culturally responsive teaching:
    • Learning goals:
      • To recognize which culturally relevant competencies teachers need to develop and how to do that (action plan);
      • To develop a repository of teaching strategies suitable for different situations in regard to diversity and inclusivity of the classroom;
      • To apply culturally responsive teaching practices in the right situation at the right time.

The aim of this session is to scan and tweak the existing curriculum through the looking glass of Diversity and Inclusion. We stress that this session is not aimed at re- or transforming the curriculum.

Overall learning objectives:

After participation, participants will be able to:

  • formulate learning objectives from the perspective of diversity and inclusive education;
  • design learning activities from the perspective of diversity and inclusive education that are in line with the learning objectives;
  • gather learning materials from the perspective of diversity and inclusive education to which a diverse group of (international) students can relate to;
  • design an assessment plan from the perspective of diversity and inclusive education that is in line with the learning objectives, learning activities and learning materials.

Program session 2:

  • Learning objectives:
    • Learning goals:
      • To design and develop relevant intercultural learning objectives;
      • To set cross-cultural goals in the curriculum.
  • Content:
    • Learning goal:
      • To design and develop activities and gather context from the perspective of diversity and inclusive education that is aligned with the learning objectives.
  • Assessment:
    • Learning goal:
      • To design assessments that are taking into account diversity and inclusivity, aligned with the learning objectives and content.