Slovak project coordinator with its Slovak school partners held the dissemination activities in the period between the end of March and mid-June 2025. Each institution organized their dissemination event in their own premises for different type of teachers.
Lower secondary school Nabrezie Mladeze in Nitra held the meeting on March 31, 2025 for a smaller group of 7 English teachers. The local coordinator of the project - T. Rosinská welcomed the participants and informed them about the agenda of the event. Then, the other project team member - P. Humay, informed the teachers present about the content and progress of the IDEREC project at their school and presented the results achieved by the project, including the teaching materials designed for the intervention program for the development of predictors supporting the reading literacy. The event participants were interested in the ways of the IP implementation, its limits and results achieved.
The next dissemination event was held at Gymnasium Golianova in Nitra on April 14, 2025 in which a variety of foreign language teachers from lower and upper secondary schools in Nitra region took part (total of 18 teachers). The teachers were given a textbook with a set of modules developing identified predictors for reading. They became familiar with the use of individual topics. They also discussed the inspiring value and usefulness of the created modules for developing reading literacy.
The last dissemination event was organized by the project coordinator – the project team at Constantine the Philosopher University in Nitra on June 13, 2025. 12 foreign language teachers (5 English, 5 German, 1 Spanish and 1 Italian) from lower and upper secondary schools in the Nitra region participated in the event. The program included presentation of the predictors for foreign language reading comprehension, explanation of the role of intervention in education, introduction to the work with the developed textbooks and teaching materials in them, practical training how to use Intervention Program and reading strategies. At the end of the event all the participants were awarded Certificates of Attendance.
The dissemination activities were monitored in the form of a questionnaire survey by the events’ organizers. The participants expressed their satisfaction with the event and the activities performed. They particularly appreciated inspiring value of the event and expressed their motivation and willingness to disseminate the Intervention Program for their colleagues in schools they work as well as for colleagues from other schools as they believe the Program really expands learners’ skills of reading comprehension.
Czech partners implemented various forms of dissemination activities in Ostrava. Teachers from the Moravian-Silesian region were addressed. Mostly those teachers who are in contact with the university as part of their lifelong learning or who work at schools collaborating with the university within planned activities.
At the A. Hrdlička Lower Secondary School in Ostrava Poruba, in cooperation with OSU students, the traditional thematic competition Aleš Hrdlička Challenge 2025 in English with CLIL elements was held. Part of this event on March 28, 2025 was also a dissemination activity for all participating teachers from surrounding schools, which was a total of 21 participants, of which 11 participants from the A. Hrdlička Lower Secondary School and 10 participants from other schools in the region. At this activity, the teachers were introduced to the project and individual modules from the intervention program aimed at developing reading literacy of learners. They also watched a video in which 8th grade learners involved in the project commented on the developed intervention materials. The teachers were given a textbook with a set of modules developing selected predictors. They became familiar with the processing of individual topics as proposed by colleagues from the Czech Republic, Poland and Slovakia. They also discussed the usefulness of the created modules as model examples in teaching other subjects and the possibility of developing reading literacy at other levels.
At the Volgogradská Gymnasium (Oastrava-Zábřeh), the German language textbook was presented on April 29, 2025, as part of a meeting of the pedagogical council (with 7 participants) and was subsequently presented in detail to individual German language teachers.
Two dissemination activities dedicated to participants in lifelong learning and combined studies were held at the University of Ostrava in Ostrava, on March 22, 2025 and April 23, 2025. 12 teachers participated in the first event and 18 participants from lower secondary schools in the region participated in the second dissemination activity. The program included: 1. presentation of the project; 2. presentation of textbooks and teaching materials in them; 3. independent work of participants with textbooks and discussion on them.
All dissemination activities were monitored in the form of a questionnaire by the events’ organizers. The questionnaire contained 5 closed questions and one open one. The first question concerned the qualifications of the teachers and the second their primary field of work. The other three questions were focused on the content of the activity. It can be stated that the composition of the participants was homogeneous - with some 2 or 3 exceptions, all of them were lower secondary school teachers, but a significant part of them (almost one third) were unqualified teachers. Everyone was satisfied with the implemented dissemination activities - the activities met their expectations, especially in that they saw the immediate usability of the created materials, not only in foreign languages, but the transferability of ideas from them to other subjects. They particularly appreciated their inspiration in terms of topics and activities, as well as their motivational value for students in developing reading literacy. The presented materials definitely interested and motivated teachers to use them in their lessons and, to a certain, relatively high extent, they also expanded their skill of reading comprehension. However, respondents showed less enthusiasm when asked to comment on the idea of creating similar materials themselves, which can be considered not as their reluctance, but perhaps as an overload with other work, a lack of time and creative thinking, or a habit of receiving relevant materials for teaching already ready.
On April 23, 2025, a dissemination event was held at the University of Bielsko-Biala, jointly organized by three Polish partner institutions: the Technical and Vocational Forestry Secondary School in Żywiec (Zespół Szkół Technicznych i Leśnych), Oxford Primary School, and the University of Bielsko-Biała itself. This collaborative event formed part of the broader framework of the IDEREC project, which aims to enhance the pedagogical competencies of foreign language teachers through evidence-based intervention strategies aimed at enhancing reading comprehension if FL.
The dissemination event was divided into two main parts, each designed to serve distinct, yet complementary, purposes. The first part of the programme, conducted in Polish, focused on the theoretical and conceptual underpinnings of the IDEREC project. The session commenced with an in-depth presentation delivered by the local project coordinator, dr Elwira Lewandowska, who outlined the objectives, structure, and expected outcomes of the IDEREC initiative. This was followed by an academic lecture from Professor Katarzyna Ożańska-Ponikwia, who introduced the Intervention Programme developed by the IDEREC project team. Her presentation highlighted the methodological principles and pedagogical rationale underpinning the Programme, emphasizing its alignment with current trends in language education and cognitive-emotional approaches to teaching.
The second part of the event adopted a more practical orientation and comprised a series of rotating workshops tailored for foreign language teachers. These workshops, conducted in both English and German, allowed participants to directly engage with selected lesson scenarios developed within the Intervention Programme. Each session offered hands-on opportunities to explore practical applications of the IP methodology in classroom settings, including task-based learning, emotional scaffolding techniques, and reflective teaching practices. By situating theory within authentic pedagogical contexts, the workshops fostered a deeper understanding of how the Programme’s tools and strategies can be implemented effectively. The workshops were conducted by team members: Eliza Wencelis-Sękalska, Klaudia Stryczek and Anna Kajstura from Oxford Primary School; Joanna Parasyn from the Technical School and Małgorzata Raułyk-Dumanow and Przemysław Brom from UBB.
In total, 54 participants attended the event, including in-service teachers, university students, and freelance educators. Among them were teachers of English (42 participants), German (9), and Spanish (3), which reflects a strong interest from the foreign language teaching community in the region. The event also facilitated professional networking and informal peer exchange among educators from different institutional backgrounds.
Following the event, participants were invited to complete an anonymous feedback questionnaire designed to evaluate the content, structure, and perceived impact of the dissemination activities. Out of 54 attendees, 42 submitted completed forms. The results indicated a high level of satisfaction with both the theoretical and practical components of the event. Participants appreciated the clarity and relevance of the presented materials, the interactive nature of the workshops, and the opportunity to reflect on their own teaching practices through the lens of the Intervention Programme. Many respondents also expressed an interest in further collaboration and participation in follow-up activities, underscoring the perceived value and sustainability of the project outcomes.
