1. «Promoting International Cooperation among Student Teachers of English in Europe: A List of Suggestions» Latvia: Kristīne Marija Upīte & Madara Oškalne Croatia: Marija Gojević-Zrnić & Meri Drašković Slovakia: Miroslava Valiková, & Veronika Zvijáková Poland: Weronika Tratkiewicz & Mateusz Szmelter Turkey: Nurdan Kavaklı & Yasin Lengerlioğlu

2. Our group photo BEFORE

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4. 2. Promotion of International Cooperation Internet and modern technologies as a widely accessible tool; International cooperation (educational institutions, parents, learners and teachers); Collaborative learning, exchange of ideas, reflection, and active engagement.

5. 2. Promotion of International Cooperation Keep up to date Exchange ideas Involve the students Provide real life situations for students (online, letters, projects, exchanges) Improve language skills Develop ICT skills Foster international researches

6. 2. Promotion of International Cooperation

7. 2. 1. Importance of International Cooperation International cooperation supports enrichment offered through sustainable international dialog Aim is to internationalize experience in both teaching and leraning through opportunities as: international mobility, recruitment of students and staff, course and curriculum development, adding intercultural and international dimensions in staff competences’ enhancement.

8. 2. 2. Existing EU Policies Policies and objectives: European Union (EU) Council of Europe OECD UN EU focus on cooperation (current practise): European dimensions in education Student and teacher mobility Cooperation between educational institutions

9. 2. 2. Existing EU Policies Copenhagen Process – quality and attractiveness of vocational educaiton Bologna Process – competitiveness and attractiveness of EU higher education - transferability of degrees and qualifications for study or work purposes

10. 3. A list of suggestions Based on the above, following are the subheadings for a list of suggestions to promote international cooperation among student teachers of English in Europe.

12. 3.1. ERASMUS+ In numbers: 4 m people 2 m students 800 thousand teachers, lecturers 28 EU countries plus 3 EU candidates

13. 3.1. ERASMUS+ it is an opportunity for students to study abroad take a closer look on the functioning of schools, meet students of different mentality European Voluntary Service Internships School education: in-service training

15. 3.2. Massive Online Open Courses (MOOCs) the collaborative courses for language teachers of all levels to discuss and gain a deeper understanding of emerging trends in teaching, including methodology, best practices and practical application, which can be exemplified as Coursera, edX etc.

17. 3.3. Student Conferences/Seminars/Workshops/Webinars teacher trainees present their data very often compiled on various samples, which gives an insight into functioning of different educational systems; the perspective of the social-constructivist view = a means to raise a teacher trainee’s awareness;

18. conferences allow learners to present results of their work to their peers and create an opportunity to participate in workshops and other academic activities. 3.3. Student Conferences/Seminars/Workshops/Webinars

20. 3.4. E-learning Computer-based training, Online learning, Cooperation, Sharing of experiences, Collaboration on tasks, Link through mailing.

22. 3.5. Short-term International Projects Short term international projects can be organized by home universities hosting other participants and incoming student teachers from other universities around the world. As an example for such kind of teacher training projects, EFUESTE can be given. By working in international groups, one develops his/her social skills, empathy and sensitivity to other people.

24. 3.6. Guest Lecturers It is desirable to have guest lectures in order to share their experience. Herein, student teachers may have the opportunity to see contextual use of target language to improve their foreign language skills, as well.

26. 3.7. SALTO-YOUTH Projects SALTO-YOUTH: Support, Advanced Learning and Training Opportunities within the Erasmus+: Youth in Action program, the EU program for education, training, youth and sport. Established in 2000.

27. 3.7. SALTO-YOUTH Projects a network of eight resource centers: - Cultural Diversity Resource Center - Eastern Europe and Caucaus Resource Center - Inclusion Resource Center - Participation Resource Center - South East Europe Resource Center - Training and Cooperation Resource Center - Information Resource Center working on European priority areas within the youth field.

28. 3.7. SALTO-YOUTH Projects European Commission's Training Strategy, provides non-formal learning resources for youth workers and youth leaders, organizes training and contact-making activities to support organizations and National Agencies, partner-finding tool and toolbox for training, European training calendar to promote both interregional and international cooperation all over the world.

30. 3.8. Content and Language Integrated Learning (CLIL) Collaboration between subject teachers Collaboration between schools Second major

32. 3.9. Online Collaboration Projects Other ways of thinking An insight into how others come about the research and how they construct their work Making comparision Action-research.

38. 3.10. E-twinning Plus Project Virtual classroom. 200,000 teachers and 100,000 schools from 33 European countries.

39. 3.10. E-twinning Plus Project Opportunity for youngsters to discover different cultures and traditions.

41. 3.11. AIESEC international internships and volunteering abroad. provides young people with international experience to teach English abroad.

43. 3.12. International Student Networking International student networking offers student teachers of English from all over the world to communicate, share ideas and plans and experience and keep in touch. Herein, web pages or group pages on a social network site can be opened to gather student teachers from different parts of the world.

44. 4. References Keengwe, J., & Kang, J-J. (2013). A review of empirical research on blended learning in teacher education programs, Education and Information Technologies, 18 (3), 479-493. Lord, G., & Lomicka, L. (2008). Blended learning in teacher education: An investigation of classroom community across media. Contemporary Issues in Technology and Teacher Education, 8(2), 158-174. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.