The design of the current Project was devised having in mind that it was a great opportunity to meet several needs of our institutions. As in-service teacher training centers of Innovation we need to know and fulfill the teachers’ needs regarding the improvement of the standards of Professional competences required for teachers. Our common goal is to impact on a better quality of the teaching-learning process. Our teacher training models would be enhanced if we have a global vision of the different training models implemented in countries of the EU. On the other hand, new methodologies and meaningful approaches such as PBL (Project Based Learning), cooperative learning, gamification, GBL ( Game based Learning), Challenge Based Learning have being implemented and piloted in our schools together with the use of mobile devices. This new reality requires continuous professional development and peer training to share strategies and best practices in our prioritized learning paths. We need to establish a flexible profile when defining the competences of our advisors. We aimed to share a vertical profile by areas of knowledge and a horizontal profile by methodological approaches which have in mind the development of the 21st century skills among our teachers. Having in mind the teacher training needs, we try to use this project to discover how other teacher training centers work and design professional development for their teachers. Reflecting and assessing the different models and observing the different ways to focus on the teaching and learning process will enable to establish improvement measures collaboratively. Four aspects are considered as pivotal to better improve the way we work as a teacher training institution: • How the different teacher training centers work regarding management, methodological priorities and performance to establish improvement action jointly by the four institutions. • How to follow the process and management of the teacher training activities and the profile required for teacher training advisors. • How the professional development activities for teachers are designed and undertaken. • How the teacher training impacts in the classroom. Knowing other teacher training models, other innovation projects and best practices by different institutions will benefit the partners participating in the project especially as far as professional competences are concerned. Schools will also be benefited as the development of the project will allow to offer them and to share with them better courses and activities and innovative experiences. Having the chance to exchange best practices and observe the impact in our schools and to share our knowledge and practice of active methodologies and mobile learning is one of the best aims of this project. Observing best practices in the schools has to be a common practice and has to be reinforced following a process that allows a further deep analysis. For that reason, we have applied four short training activities that will improve the advisors’ competences and in the long term it will improve the quality of our training activities. Teacher training, job-shadowing, observation and analysis, will cover the four topics described in the project and will generate tangible products about: • Teacher training models. • Management and design of the different activities. • How to improve the profile of an advisor. • The impact in the classroom. This Project can only be devised as an European project and as a way of territorial cohesion. Collaboration and communication is also the key in the field of education. Partnership strategies will allow to teach and to educate highly competent European citizens. Teacher Training is a relevant factor which has to adapt to the new social, economic and cultural needs and above all, the technological and innovative trends that the teaching learning process request. The dissemination plan is key in this project and will be developed having in mind a twofold objective, first to identify and amplify the impact of the project, management and leadership change and secondly, to maintain this process in the course of time, that is to say, to make it sustainable. To sum up, the project we are presenting is tangible, feasible and it is underpinned by strategic partnership to exchange best practices of the partners of the project. The competences model together with the data collected from the observation will be disseminated and ready to use by other teacher training institutions.
The design of the current Project was devised having in mind that it was a great opportunity to meet several needs of our institutions. As in-service teacher training centers of Innovation we needed to know and fulfill the teachers’ needs regarding the improvement of the standards of Professional competences required for teachers. Our common goal was to impact on a better quality of the teaching-learning process. Our teacher training models would be enhanced if we had a global vision of the different training models implemented in of the EU. On the other hand, new methodologies and meaningful approaches such as PBL (Project Based Learning), cooperative learning, gamification, GBL ( Game based Learning), Challenge Based Learning have being implemented and piloted in our schools together with the use of mobile devices. New realities have required continuous professional development and peer training to share strategies and best practices in our prioritized learning paths. We saw that it was necessary to establish a flexible profile when defining the competences of our advisors. We aimed to share a vertical profile by areas of knowledge and a horizontal profile by methodological approaches which had in mind the development of the 21st century skills among our teachers. Having in mind the teacher training needs, we tried to use this project to discover how other teacher training centers worked and designed professional development for their teachers. Reflecting on and assessing the different models and observing the different ways to focus on the teaching and learning process enabled to establish improvement measures collaboratively. Four aspects have been considered: • How the different teacher training centers worked regarding management, methodological priorities and performance to establish improvement action jointly by the four institutions. • How to follow the process and management of the teacher training activities and the profile required for teacher training advisors. • How the professional development activities for teachers were designed and undertaken. • How the teacher training had an impact in the classroom. Knowing other teacher training models, other innovation projects and best practices by different institutions have benefited the partners participating in the project especially as far as professional competences are concerned. We have had the chance to improve our digital skills, pedagogical, linguistic and communicative and innovation skills . Schools have also been benefited as the development of the project have allowed to offer them and to share with them better courses and activities and innovative experiences. The schools observed have also had the chance to establish new bonds with the rest of the schools participating and planning to work together in more projects including eTwinning and Erasmus+. Having had the chance to exchange best practices and observe the impact in our schools and to share our knowledge and practice of active methodologies and mobile learning was one of the best aims of this project. Observing best practices in the schools was a common practice in the mobilities an proved to have been a valuable experience. Observation of good practices has to be reinforced following a process that allows a further deep analysis. For that reason, we applied four short training activities that have improved the advisors’ competences and in the mid and long term it will improve the quality of our training activities. Teacher training, job-shadowing, observation and analysis have covered the four topics described in the project and have generated tangible products about: • Teacher training models: Comparative documents • Profile of the advisor : comparative document • Management and design of the different activities. • Classroom observation • Mobile Learning Models of implementation • Four digital magazines with relevant information about active methodlogies and innovative lessons. The competences model together with the data collected from the observation and digital documents are ready to use and be shared by other teacher training institutions, schools and teachers. All the tangible products are availabe on www.sharetrain.es The partnership was composed of members of quality and with rich experience in the subjects of the project and revealed also that beyond the expected cooperation among its members, the four institutions and the people involved have contributed successfully. The dissemination plan was key in this project and was developed having in mind a twofold objective, first to identify and amplify the impact of the project, management and leadership change and secondly, to maintain this process in the course of time, that is to say, to make it sustainable. To sum up, the project has contributed to the improvement of professional competences and will allow to teach and educate highly competent citizens.