The project goals are oriented both to the professional basics and to the newly added specialized topics, which are referred to as cross-sectional tasks in the reorganization of educator training. The project participants are expected to deal with these topics in a professionally appropriate manner and thus to self-initiate their own professionalization. Central activities during the project implementation consist of putting basic socio-pedagogical knowledge, skills and abilities into practice under supervision. In the first internship abroad, the focus is on observation and documentation procedures. In the second and third internship, the professional focus is on planning, implementing and reflecting on pedagogical actions. In the third internship, pedagogical-conceptual aspects are added. In addition, the project participants are involved in the implementation of the cross-cutting themes of participation, inclusion, prevention, language education, teaching values and media education. Professional research on site and the development and testing of suitable didactic-methodical units are at the center of the activities. The aim of the project is for the participants to successfully master the internships in Europe and the many and varied demands that come with them, and to use them for their own benefit in such a way that they are able to face the demands of later professional practice in an international context with as much self-confidence as possible.
The background for the proposed project is the European activities in educator training that have been successfully carried out for 22 years. The experience gained there has led to the realization that it is of great benefit, especially in educator training, to place social pedagogical practice on a Europe-compatible foundation - with all the advantages for the respective project participants as well as later for a Europeanized labor market in social pedagogy. For the European strategy of the Fachschule für Sozialpädagogik in Neumünster, the exchange of people from different backgrounds is an important educational goal. We see this exchange as an opportunity both for the personal development of the individual and for the further development of groups and organizations (e.g. of institutions in which our graduates will later work). Learning stays abroad support the intercultural competence of learners and teachers. Being foreign, being different thus loses the character of being special, it becomes an everyday occurrence. With this attitude, graduates of our school contribute to the development of tolerance and understanding in their later places of work. This is particularly important to us against the background of social developments in Germany and Europe.