Network of teacher trainers
In the majority of EU countries, teachers are the ones responsible for the recognition of learning outcomes of any period abroad of up to a full school year. Therefore, developing teachers’ skills in defining and assessing the competencies gained by pupils during their time abroad – broadly in line with the curriculum of the sending school – is the key for enabling and promoting pupil mobility at secondary school level!
Through the ETAR project we’re developing a network of teacher trainers ready to provide trainings on internationalisation of schools & individual pupil mobility and the recognition of its learning outcomes.
➡️ Are you a teacher trainer? Join a community of teacher trainers across Europe who share the goal to promote internationalisation of school education and competence-based assessment!
➡️ Are you looking for an expert trainer to conduct trainings in internationalisation of schools & IPM and its recognition? Contact us to get in touch with one of the ETAR trainers!
➡️ Stay up to date with the latest training opportunities!
Trainings for teachers through the ETAR project
More than 70 teachers have been trained already through the ‘ETAR project – Empowering Teachers for Automatic Recognition’ in Belgium, Estonia and Poland, following the Training Model developed by the ‘Expert Network on Recognition of outcomes of learning periods abroad in general secondary education’ in 2020-2021.
We surveyed the development of their competences and their opinion on the training. Here are the results!
Are you looking for a trainer?
Would you like to organise a training on internationalisation of schools & individual pupil mobility and its recognition at your school/organisation? Have a look at the trainers part of the ETAR project and contact us at email@example.com to request a teacher trainer!
I have been an in-service English teacher for more than 22 years at secondary level. I consider myself a life-long learner in the field of English teaching pedagogies. As a teacher I try to follow the challenges of the modern world and adapt my teaching and assessment methods accordingly to help my students acquire necessary knowledge and competences, with particular stress on transversal ones. I strongly believe IPM can provide secondary school students with the possibility to develop as global, intercultural learners. As a teacher trainer, I try to implement new methodologies and educational solutions at schools, expanding my experience and expertise by taking part in international projects myself and being an active member of AFS Intercultural Programs. I publish articles and I participate in conferences on project work, critical thinking, deep-learning techniques, interdisciplinary activities and different forms of assessment. I also organise and co-write courses for teachers on formative assessment and student-based approaches.
I’m an English teacher who, for the last 15 years, has been dealing with short-term student and teacher mobilities within Erasmus+. I’ve taken part in student placements in hotels in Malta and Cyprus and organised student exchanges involving host families’ stays. I’ve also organised teacher mobilities e.g. training, job shadowing and teaching assignments. However, I’ve never been involved in IPM or its recognition.
I am doctor of social sciences in the field of pedagogy, assistant professor in the Faculty of Education, University of Bialystok (Poland). As a theoretician and practitioner, I am interested in intercultural education. My main research area is the school situation of children with a migrant background. I have been working in a culturally diverse environment for 17 years. I conduct training for principals and teachers. I worked as an intercultural advisor at the Dialog Foundation (2015–2012) and served as vice-president of the University of Bialystok Foundation (2010–2019). I am the author of research and publications which have located the voice of students with a migration background at the center of the analysis, and relates to developing intercultural competences of teachers and methods of working in a culturally diverse environment. I am the (co)creator of two educational innovations (the multicultural portfolio method, the intercultural tails method). I am researcher and trainer in the Empowering Teachers for Automatic Recognition (ETAR) project.
As an IT teacher I have devoted 14 years to coordinating school vocational courses and advancing international education. My expertise encompasses all aspects of the Erasmus+ program. I have served as a project coordinator for numerous Erasmus+ initiatives, focusing on individual mobility, strategic partnerships, and policy reforms. These projects have been instrumental in providing students and educators with valuable global learning experiences. Also, I have been the Coordinator for all vocational courses at my school. Through my roles as Vice Director, Course Director for IT and Head Class Teacher I have gained insights into the broader educational landscape and my positions have allowed me to implement international best practices. These roles have enabled me to design enriching curricula, provide mentorship to students, and ensure the smooth operation of classes. I remain steadfast in my dedication to fostering global education opportunities, making a lasting impact on the lives of students and the broader educational community.
Jan de Heer
I have a master’s degree in social sciences and I work as a secondary school teacher. Besides teaching at school, I am also actively involved in citizenship education and internationalization as internationalization coordinator. I have had the opportunity to participate in several Comenius and Erasmus+ projects on behalf of the school where I work, and see pupils work on projects together with pupils from other countries. Learning with each other and from each other, its an experience that contributes to pupils’ identity development. Students participating in IPM can learn about school culture and the culture of other countries. Getting to know an other’s culture and customs, its an experience they won’t soon forget. Schools that include IPM in their curriculum and/or include it in their citizenship policy will quickly experience the added value. As a trainer, I can help schools implement IPM in the school organization and implementing IPM so that it adds value to the school, teachers, students and parents.
Teacher Training: Individual Pupil Mobility and recognition of its learning outcomes – focus on intercultural competence
📅 28-31 October 2023
📌 Lyon, France
The training will be focused on Individual Pupil Mobility and the recognition of its learning outcomes, with a special focus on intercultural competence. The training is directed to teachers, school counsellors or educational staff with an interest in pupil mobility and internationalisation of schools wanting to learn how to better support the automatic recognition of pupils’ learning outcomes after a mobility programme. The training aims at preparing and supporting schools and educators in promoting Individual Pupil Mobility – through Erasmus+ and other programmes – and in designing learning agreements which foster automatic recognition of pupils’ learning outcomes.