1. LLP Multilateral Comenius Partnership FUTURE EUROPEAN TEACHERS:TRAINING KIT ACCORDING TO THE LISBON STRATEGY ESkillsKit

2. OBJECTVES OF THE PARTNERSHIP -What are the concrete objectives of the partnership? -Explain what subjects or problems you intend to address. -What approach will you take to achieve your objectives? The main aim of the partnership consists in the experimentation in a wide number of European countries of a model of ` best practices of initial training for the teachers of secondary school, with definition of actions, activity, procedures that facilitate the acquisition of specific competences for the future teacher in the background of the Lisbon Strategy Analisys of the systems of Future Teacher Training in Secondary Schools in European countries involved in this partnership, with the aim to outline a ‘training model’ able to implement the postulates of the Lisbon strategy in the equipment of the basic skills of the future teacher Analysis of the ‘philosophy' subtending the Lisbon Strategy and engages the single Europeancountries in an analysis process and critical review.

3. The structure for the initial training of future teachers is the central issue of the “philosophy” underlined in the Lisbon Strategy and whichrequires that each single European country analyses and revises and innovates its teacherstraining system. Analysis of the structure of the initial teacher training in the ‘backlit shot ' of the knowledgesociety and its fundamental role in the enrichment of the teaching profession is basic issue. Promoting, inside the Secondary schools - centre for the vocational training of the future teachers a virtuous synergy among the various institutional subjects operating in their forming (Universities / Qualifying Courses post lauream / Ministry of Education…); Experimenting procedures of teaching training through operative trainings, widely diffused in the Countries of the Union, with attention to drive all the subjects involved in the process to the innovative creativity ( tutors /mentores /teachers in initial training /students…)

4. Experimenting a Framework of `good practical of training' elaborated from the scientific coordination group and the planning of trainings in Secondary Schools of different countries with active involvement of future teachers in training and with attention to theirs `guidance’ and the motivation towards the European dimension of teaching Promoting a real comparison, to European level, of operating procedures in teaching profession training as guarantee of qualified and innovative training, with attention to the development of the motivation to learn in the students Producing : 1. Analyses of the initial teachers training systems in EU; Notebook - Search about the basic analysis of `the competences target' of the future teacher; assess of the feasibility of mobility hypotheses regarding the future teachers ; Guide for the tutores of Trainings ``2. ` Handbook of the good practical of training' ; definition of the Framework/ operating profile of the trainings mentor; meetings of the scientific coordinators; monitoring and assessment of the' 3. Editing of the KIT ( Notebook /Manual/ Guide//Framework); Seminary of academic reflection on the project outcomes.

5. Opening a scientific reflection and a space for the elaboration of concrete European educational models, as well as for the future teacher in training and theirs tutores, for the mentores, the headmasters the subjects however engaged in theinitial teaches training. Specific objectives are : a)to activate the institutes of superior education which are engaged in the initial training of teachers in view of an internationalisation of the teaching function b) to organize a proposition of common action in a sector recognized as central to the growth of a European area of Superior Education c) to sustain the request of future teachers who wish to be prepared in an international dimension so that they may exercise their profession outside their national boundaries d) to favour a process that consents future teachers to work with European objectives in different systems and cultural, national realities e) to study the european training systems

6. f) to work on the organization of mobility actions for the training teachers, convinced that the apprenticeship experience at a school in a different country is the basic instrument needed for a professionalism open to the diversities around us g) to introduce incentives, motivations and didactic experimentation to the training, oriented to the enrichment of their curriculum and to the development of the future teaching profession h) to elaborate common forms to the training institutes in the different countries, including periods of apprenticeship ( also in mobility situation ) i)to create a network of relations amongst the educational institutes, aimed at the cooperation, regarding the definition of formative segments, which comprises an agreement for the mobility of those involved in the training process. j) to activate a proposable methodology based on the definition of the indicators of analysis of the implemented didactic activities in the operative apprenticeships used in the European involved countries, transferred into an intercultural dimension through the definition of the transferable models of training.

7. The involvement of the teachers in training in the didactic processes allows to : - acquire views of observation/ analysis/ interpretation of operative models in didactics - improve the skills in foreign languages ( as in teachers and staff, like in students...) - improve the use of TIC ( MOODLE platform... ) - study the efficacy of accreditation of acquired competences - study models of use of the competences at European level The involvement of the teachers in training in the didactic processes needs the help of thefollowing figures: - the headmasters, responsible of the whole training process - a coordinating scientific group that organizes the project, the action plan, the mobility - the supervisor of the apprenticeships (expert teacher linked with university or similar...) - the tutor (a teacher who receives the initial teacher and is responsible of the concretetraining activities ) - the teachers of languages and culture of the country

8. PARTNERSHIP AND DISTRIBUTION OF TASKS Please explain the distribution of tasks between participating institutions and the competences required from each of them. Also explain how you will ensure the active involvement of all partners in common partnership activities.The Angeloni Institute, partnership coordinating _ planning of application form _ is the school coordinator of the Comenius partnership and its role is of stimulus in planning and execution phases of the planned actions _ ensuring all schools are fully committed to the aims of the project _ coordinating communication between partner schools keeps in touch with the school partners and sees to furnishing information and material to the members (Schools/Universities / Ministry of Education offices...) _ setting project deadlines using a project calendar _ coordinating the organisation of project meetings _ looking out the documentation of all the operative phases _ disseminating overall results _ producing project evaluation forms _ setup the monitoring, testing evaluating procedures _ coordinating the communication among partner institutions

9. The partner schools : _ documents the project topics. _ develops all the procedures in cooperation and mutual support. _ search for the documentation procedures _ ensure project tasks are completed by the given deadlines _ disseminate results in individual countries _ share finished products with other partner countries _ take part in project meetings Expertise The coordinating school is expert in : Coordination among Institutions Initial teachers training Internship training future teachers TIC use European mobility ( students and staff members ) Educational systems analysis Linguistic differences exploitation Educational and didactic ‘best practices’ procedures Partner schools : Expertise in TIC using European mobility ( students and staff members ) Educational systems analysis Linguistic differences exploitation Educational and didactic ‘best practices’ procedures

10. COOPERATION AND COMMUNICATION Please explain how effective cooperation and communication between participating institutions willbe organised. The project planning expects that : the coordinating institute acts as a collection pole of email correspondence and as centre of systematic shunting of the information flow towards all the partners institutions the coordinating institution collects the feed back of the single institutions and diffuses the contents to all partners video conferences should be organised ( compatibly with the availability of the necessary TIC) between the partner project products will be realizes in synergy (with mutual interdependence ) the project meetings allows a direct interaction `face to face' between the protagonists of the project route The coordinating school will insure an equal distribution of tasks between the different institutes so as :

11. 1. to cover the management organisation of the project 2. Insure an equal tasks distribution for the institutes involved so they may participate in themeetings held for the coordination, planning, monitoring and verification as the project develops. This will be achieved through two annual meetings of the coordinating scientific of the project. 3. Activate the organisation of future exchange teachers and in this way guarantee a European practicum experience (which is the aim of the project) for all the partner institutes, with the supervision of the tutors and mentors so as to guarantee a high quality European practicum. 4. analyse the possible financing source for the future teachers mobility ( trying to find out opportune actions by the single national LLP agencies).

12. 5. Cooperate on the editing of the KIT for the initial training of the future European teachers Notebook - Search about the basic analysis of `the competences target' of the future teacher; assess of the feasibility of mobility hypotheses regarding the future teachers ; Guide for the tutores of Trainings ``2. ` Handbook of the good practical of training' ; definition of the Framework/ operating profile of the trainings mentor; meetings of the scientific coordinators; monitoring and assessment of the' 3. Editing of the KIT ( Notebook /Manual/ Guide//Framework); Seminary of academic reflection on the project outcomes. Communication In order to guarantee the continuous and profitable communication among partners and the sharing of products, the partners will experiments the utilization of the MOODLE platform E-mail groups will be formed to coordinate the project activities Telephone and fax will be very frequent tools for the communication

13. IMPACT AND EUROPEAN ADDED VALUE What impact and benefits of European cooperation do you expect Partnership activities to have on persons (pupils and staff) and on the participating institutions? The plan moves in the direction of the experimentation of innovations, experimented at European level, in the field of the European teachers initial training,working on a pattern of interaction between the subjects (university/schools….) implied in these processes (Report of to Peer Learning Activity held in Copenhagen/Malmö, October 2007 `Relationships between Teacher Education Institutions and schools') the plan implements an innovation of great importance, because the educational subjects in the partnership experiment, in a tuning between countries of the large Union, a common model of initial training of the teacher, which allows them to learn through the experience, devising new didactic-educational methodologies directed towards stimulate the motivation of the students the programmed cultural operation could give a meaningful contribution to the definition of the profile of `the future European teacher', with attention to the internationalization of the teaching job

14. It is made operating of plan activate procedures finalized to the consolidation of `the European space `for mobility of the teacher already from the phase of the initial training the plan experiments bureaucratic, cultural and didactic operations in order to activate one experimentation of didactic Training in European stage the hypothesis of mobility concurs to experience important procedures in the process of accreditation and validation of training realized in the educational Institutions of the other countries in the Union the plan activities elevates the level of the exchange of best practices and linguistic learning between students of various countries and different linguistic patrimony (with reference also to decidedly minority languages in Europe ) In the same way, the level of the cultural exchange, of languages could be elevated between the teacher of Secondary School who, in quality of tutores, operate pedagogically in the plan activities,supervising to the realization of the trainings for future teachers in mobility the partnership of plan it re-unites in one table of common job r University Institutions responsible for the teacher training, contributing, through their synergy, to the development and integration between theoretical and practical teacher training

15. PEDAGOGICAL AND DIDACTICAL APPROACHES The plan implements a course of analysis and autoevaluation of the school systems according with the basic skills characterized like priority in the philosophy of the Lisbon Strategy The project focus is the delineation of a `manual of the good practical of training' shared between the educational Institutions participants, pertaining to an arc of so far and various for history and tpedagogical-didactic approach European countries The development of the project process prefigurs the organization of qualitative and quantitativeevaluation tools of the pedagogical-diadttic process of experimentation in course The realization of the trainings of the future teacher in mobility implies unavoidable presupposing: the specific training of the tutores that, in the hosting countries will have the responsibility of the training `of the future teacher, engaged in the activities of practical training. For them a specific module will have to be organized centralized on the specific objects of the project.

16. TARGET GROUPS BENEFIT OR IMPLEMENT ITS OUTCOMES EXPECTED IMPACT ON EACH TARGET GROUP _ the target groups that directly will benefit of the project actions are: the Schools responsible of the initial Training, the Educational Authorities and/or the University Institutions responsible of the academic basic training _ Impact: to facilitate experiences that optimize the complexity of the didactic implementing the educational philosophy of the Lisbon strategy _ the students, because their learning processes, according with Lisbon Strategy will be strenghtented through the experimentation of innovations pedagogical-didactic finalised to the promotion of their motivation to learn. _ the tutores of the Trainings _ Impact: to facilitate strategies that allow that tutores can guide the formative process of the futures teaching and to contribute to their permanent formation (long life learning). The tutores are considered like subjects to be integrated in the process of search around to the competences demanded to the European teachers in the new educational and social scene _ the future teachers involved in teachers training in the Secondary School