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

5. DESCRIPTION OF PROPOSED PARTNERSHIP Please note that this section must be completed jointly by all Institutions participating in the Partnership and must be identical in each copy submitted to each National Agency. 5.1 SUMMARY Summary of the planned Partnership. This description may be used by the European Commission and/or the National Agency when providing information on selected projects, so please be clear and precise and do not exceed 200 words. The initial teacher training is basic in the Lisbon Strategy ‘philosophy' and engages the European countries in an process of critical review. This partnership analyzes the initial European teachers training in secondary schools, with the aim to outline a ‘training model’ able to implement the postulates of the Lisbon strategy in the equipment of the future teachers basic skills. COMENIUS PARTNERSHIPS

The training through apprenticeships promotes a virtuous synergy among the subjects operating on a `good practical of training' Framework activating: a) European dimension in initial training b) analysis of credit transfer related to the professional qualification ( EUROPASS ) c) initial teaching training focused on the pedagogic/didactic innovation, the improvement of the European linguistic diversity, the use of the ITC methodologies, stimuli to innovation through new didactic creative practices d) a space for analysis of European training models, as for future teachers, tutores, mentores, headmasters. The partnership develops : 1. Analyses of initial teachers training systems in EU; Notebook - `target skills ' of the future teacher analysis; assess of the mobility feasibility ; 2. Guide for Trainings tutores,. `Handbook of good practical for trainee' ; Framework/ operating profile of mentores; 3. Editing of the KIT for trainees

5.3 OBJECTIVES 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 European countries in an analysis process and critical review. The structure for the initial training of future teachers is the central issue of the “philosophy” underlined in the Lisbon Strategy and which requires that each single European country analyses and revises and innovates its teachers training system.

Analysis of the structure of the initial teacher training in the ‘backlit shot ' of the knowledge society 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 teachersa 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…) 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

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 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 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. i) to elaborate common forms to the training institutes in the different countries, including periods of apprenticeship (also in mobility situation ) 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.

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 the following 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 concrete training activities ) - the teachers of languages and culture of the country