Objectives were pursued at different levels: 1. European teacher: The trainee teachers should be able to analyse and reflect on teaching with regard to different cultural particularities while becoming aware of their own and a foreign perspective. They should know the basics and principles of teacher training in another European country. 2. The LAA should actually experience similarities and differences between the Berlin and another European school system through direct experience. Another goal was to get to know another European school system from an internal perspective through independent teaching. Observations in the neighbouring countries should help to select current European and linguistic teaching topics, to prepare and present them in a professionally qualified way, and to use cultural differences consciously when planning and/or analysing lessons, taking into account the historical and political characteristics in France and Poland and their effects on the current situation. In short: They should adopt a perspective as a European-thinking teacher in the best sense. 3. on the level of intercultural learning, it was about gaining new perspectives through new personal contacts and new professional experiences. Through personal contacts with colleagues from other European countries, future professional connections with the possibility of student exchanges should develop. The project participants were to travel independently to the respective project location. Their accommodation should be ensured by private accommodation with the exchange partners, as part as well as the aim of the intercultural encounter. There should be regular meetings on site to initiate exchange rounds and to further develop content-related aspects. 4. The LAA should nevertheless adopt their own perception as well as the perspective of others: - Planning, implementation and reflection of lessons: Their own teaching practice should be expanded conceptually and methodically through cooperation with the European partners on the basis of self-selected focal points and reflected through mutual observation. In this way, a different perspective on subject teaching should be experienced through teaching in the language of origin as a foreign language. - Bilingual subject teaching/CLIL: Getting to know the basic principles of bilingual subject teaching and CLIL-typical teaching and learning methods and testing them. This also included criterion-led reflection through teaching a subject in one's own language of origin, which is a foreign language for the learners. Reflection on one's own and others' perspectives should be the determining factor here. - School and teaching in European comparison: The analysis and reflection of teaching in France and Poland should take place in view of the awareness of one's own and a foreign perspective by experiencing a different teacher training and school system. - Job shadowing with members of the school management: Experiencing and observing members of the school management of the host schools with self-selected observation focuses should help to question one's own perspectives on leadership requirements, school development, visions, team building, responsibility in order to develop new and further useful ones. These experiences can be reflected on in greater depth in the context of a module examination.
Central themes were intercultural/intergenerational education and (lifelong) learning; international cooperation; international relations and development cooperation; pedagogy and didactics as well as school development on a European scale. Accordingly, a comprehensive acquisition of competences on a trinational level was aimed at: Teaching and school practice competences (which was to be realised through joint planning, implementation and reflection of lessons in the respective host countries - at schools in Warsaw and Alsace) and, concomitantly, reflection competence. Through the joint reflection and exchange about teaching and school, the competences of the European teacher, intercultural competences, competences in bilingual teaching were deepened. Through the visit and job shadowing with members of the respective school management of different schools in Alsace and Warsaw, the participants should get to know perspectives in the field of school development (school and teaching in European comparison), which could be helpful in the development of the Berlin system. Through contacting the teaching groups and exchanges in advance of the visit via email; active participation in the seminars; planning, implementing and reflecting on lessons as well as observing lessons in the class/school of the host countries, joint material preparation and exchange; creating a portfolio as documentation of the joint work in the tandem/trinational small group and as a basis for recognition of participation in the project.