The intention of the project was to fundamentally implement European-intercultural thinking and teacher behaviour in the (post-)university training of vocational school teachers at the participating institutions in an initial approach. The exemplary content focus of the transnational cooperation was placed on promoting competences in the curricular cross-sectional tasks of dealing with diversity and promoting digital competences. On the basis of this idea, central objectives were set at two levels: At the training-didactic level (for teacher training), the focus was on the implementation of an additional training module on internationalisation as well as the initial draft of a dynamic and more practice-integrating curricular approach. This approach should also enable individualisation of learning in the professionalisation of prospective teachers. With regard to the vocational school teachers in training involved in the project, the aim was - using the training didactic approach - to expand the acquisition of competences in the above-mentioned cross-curricular areas of responsibility. The focus here was on the exemplary development of hybrid learning formats for their own lessons.
While many vocational colleges have now implemented a wide range of European activities (particularly as part of the Erasmus+ programme) at a central point in their training programmes, European thinking and action has not yet been integrated into the training curricula for prospective teachers at the schools in the participating countries. This results in the necessity (and thus also a central objective of this project) to prepare prospective teachers to work in the European teams of their schools. The teacher training curricula of the participating institutions in Germany, Spain and Turkey focus on dealing with heterogeneity in the classroom and promoting digital skills. However, the promotion of these areas of expertise tends to be more theoretical and less practice-based. The aim here was to develop hybrid learning formats for prospective teachers that enable individualisation in teacher training and to develop concepts for teaching in heterogeneous learning groups together with prospective teachers. In the context of teacher training, we believe that international cooperation is a key and catalyst for mastering this task by learning with and from each other.