IO 8: General Information
In IO 8, we developed a framing paper containing a classification system that can be used to describe the development of a digital conceptual tool kit with tools and approaches for a coherent internationalization and/or transnational coherence orientation in European teacher education systems. It is combined with interactive, co-creative Communities of Practice that pilot and further develop it. To facilitate the communication, cooperation and co-creation of those CoP across borders, digital media come into play – as a vehicle and a topic. The following products make use of this framing document.
IO 8: Examples including OER
Partners have provided the following existing examples of good practice on coherence at their Universities:
General Introduction to Foreign Language (Teacher) Education in Finland
Institution
University of Helsinki
Topic
General Introduction to Foreign Language (Teacher) Education in Finland
GOALS
- Present an overview of foreign language teacher education in Finland
- Introduce special features in FLTE specific to the University of Helsinki
- Give background information about the education system/foreign language learning path
Domains/aspects of internationalization
Create deeper and improved mobility of TE students (e.g., virtual mobility)
Target group
Foreign language teachers, student teachers, teacher educators, international offices
Educational level and study year
Bachelor’s / Masters
Context information users would need to understand the digital tool
(e.g., about the TE system, curricular integration)
The Finnish Education system & Foreign Language Education in Finland are presented in the digital tool to give context.
License
Creative Commons license of the original creation if applicable; in the absence of this license, copyright should be attributed
In how far does your approach strengthen the internationalization (of the curriculum) in Teacher Education?
Collaborating with colleagues from abroad, we aim to develop and share international content on European Foreign Language Education and Education systems.
Which dimensions of digital transformation in teaching for teacher educators did you incorporate (utilize)?
Working in collaboration with colleagues from around the world, we strive to enhance digital infrastructure by providing resources and support for teaching and learning purposes.
How have you utilized digital tools/methods/resources in your teaching practice to strengthen coherent/integrative and/or international approaches, and what specific strategies or techniques have you found to be effective in achieving this objective?
For more information on Pedagogical Studies at the University of Helsinki, please click on the following links:
- https://www2.helsinki.fi/en/faculty-of-arts/research/disciplines/languages
- https://studies.helsinki.fi/instructions/article/would-you-become-subject-teacher
- https://www.helsinki.fi/en
How have you employed co-creative approaches and/or participatory design in your use of digital tools to enhance student learning and engagement, and what have been some of the successful outcomes that you have observed as a result?
A language faculty is inherently rooted in collaboration as it thrives on the exchange of ideas, diverse perspectives, and collective efforts. In such a faculty, students and faculty members work together to explore linguistic theories, conduct research, and engage in language learning and teaching practices. Through collaboration, the faculty fosters a dynamic environment that enhances language proficiency, cultural understanding, and academic growth.
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Guidelines and specifications for international collaborations on digital outputs
Institution
University of Helsinki
Topic
Instructions for creating a digital series (video, webinar & podcast)
GOALS
Provide explicit instructions and guidelines for producing a series of videos, webinars, and podcasts as part of an international project.
Target group
Foreign language teachers, teacher educators
Educational level and study year
All levels
Context information users would need to understand the digital tool
(e.g., about the TE system, curricular integration)
The creation of the video/webinar and podcast was part of IO7 of The ConnEcTEd project.
License
Creative Commons license of the original creation if applicable; in the absence of this license, copyright should be attributed.
In how far does your approach strengthen the internationalization (of the curriculum) in Teacher Education?
- Our approach incorporates the creation of components or modules centered around international themes. This aspect contributes to the overall curriculum and provides students with a broader perspective on various global topics.
- Additionally, our approach aims to share international content specifically related to European Foreign Language Education and Education systems. By doing so, students are exposed to diverse educational approaches and gain a deeper understanding of language learning within an international context.
- Furthermore, the guidelines and instructions provided for the IO7 activities are designed to be applicable to any transnational collaboration or project. These resources serve as a valuable reference for facilitating effective teamwork and ensuring successful outcomes in future collaborative endeavors.
Which dimensions of digital transformation in teaching for teacher educators did you incorporate (utilize)?
Our approach emphasizes the importance of digital infrastructure by addressing the provision of digital resources and infrastructure to support teaching and learning.
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International Webinar
Institution(S) or Teams
Université Côte d’Azur, Université Aix-Marseille, PH Freiburg
Topic
Guest lectures: Invite other partners physically or virtually
GOALS
As teacher educators working in a European context, our goal was to organize a panel discussion that served as a springboard for further discussions. We aimed to:
- Explore the concept of being a European teacher and delve into its meaning.
- Provide an update on current projects and research within the field.
- Address the significance of coherence when teachers from diverse institutions across Europe collaborate in practice.
Domains/aspects of internationalization
Target group
Teachers, teacher educators, student teachers
Educational level and study year
All levels
Context information users would need to understand the digital tool
(e.g., about the TE system, curricular integration)
The webinar (recorded on September 5th 2022) combines insights based on the following two European projects: ConneEcTEd (Coherence in European Teacher Education) and UNI-T Academy (eUropeaN cIvic Teacher Academy).
Participants: Vasileios Symeonidis (PH Freiburg), Maria Impedovo (Aix-Marseille), Christine SCHMIDER and Cindy De Smet (Université Côte d’Azur)
More project information:
License
Copyright
In how far does your approach strengthen the internationalization (of the curriculum) in Teacher Education?
In teacher education, the notion of coherence refers to an active process of interrelated professional learning and reflection, and to the connection between different domains of competence, such as content knowledge, pedagogical content knowledge, and practical and theoretical knowledge. Research suggests that a “coherent” teacher training can only be achieved if the student population also perceives the materials and structures as coherent. This is where the idea of a European teacher can offer new perspectives on a coherent teacher education.
The internationalization of teacher education exposes students and teacher educators to a variety of education systems, teaching styles, and professional identities. Instead of feeling like mere observers, they are expected to actively consider and reflect on their own professional roles and professions. Transnational collaborations focusing on the idea of a European teacher foster reflective practice, an intercultural awareness, and a special sensibility for different approaches to thinking, doing, and believing because of their ongoing confrontation with foreign (educational) cultures. As a result, they enhance key teaching competencies such as differentiation, self-reflection, and dealing with heterogeneity. The strengthening of such competences allows teacher education students to perceive the links between the different areas of their study field and create coherent and productive relationships between theory and practice.
During our webinar, we intend to discuss how a European teacher can offer new perspectives on a coherent teacher education.
Which dimensions of digital transformation in teaching for teacher educators did you incorporate (utilize)?
In this webinar, the significance of coherence is addressed when teachers from diverse institutions across Europe collaborate in practice. A concrete example of how to design and develop the virtual exchange is explained within the UNI-T Academy (European Civic Teacher Academy) project.
How have you utilized digital tools/methods/resources in your teaching practice to strengthen coherent/integrative and/or international approaches, and what specific strategies or techniques have you found to be effective in achieving this objective?
Groups from various institutions were paired together, utilizing both asynchronous and synchronous tools such as Miro, Padlet, Whatsapp, and Skype. Teacher educators played a mentoring role and supported students through an inquiry-based approach, encouraging discussions on real-world issues that were relevant to their prospective teaching careers.
How have you employed co-creative approaches and/or participatory design in your use of digital tools to enhance student learning and engagement, and what have been some of the successful outcomes that you have observed as a result?
Based on the concepts of “Internationalisation at home” (Beelen & Jones, 2015) and providing democratised access to the benefits of “being abroad” (De Wit, 2016), the UNI-T Academy project aims to enhance language skills, expand interpersonal contacts, and foster exploration through inquiry and dialogue. This approach recognizes the potential of virtual exchange in general teacher education courses, extending beyond foreign language instruction.
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Development of a digital toolkit to internationalize the curriculum
Institution
University of Turku, Department for Teacher Education
Topic
A digital tool for teacher educators’ course and curricular planning
GOALS
To support teacher educators, when they plan teacher education programs and curricula. The goal is to support teacher educators’ individual and collaborative work.
In specific, the aim of the tool is:
- to encourage educators and students to reflect upon visions of teacher education programs
- to enhance students to construct coherence between theory and practice
- to create opportunities for students to analyse practice
- to support students’ opportunities to enact practice
- to support students’ sense of self-efficacy
- to create opportunities for students to benefit from digital tools and learning environments
Domains/aspects of internationalization
Groups of students from different countries work together in a virtual classroom and create common projects, which are presented during the course.
Target group
Teacher educators in classroom teacher and subject teacher education
Educational level and study year
All educational levels in teacher education
Context information users would need to understand the digital tool
(e.g., about the TE system, curricular integration)
Teacher education programs are striving for developing curricula that support high-quality student learning and development of competences that are needed in future teacher profession. (Mikkilä-Erdmann et al. in preparation) Teaching is a complicated, many-faceted competence requiring high-level expertise. Teachers are expected to be well educated and develop their skills as “knowledge workers” with profound theoretical domain-specific understanding and general cognitive and social skills. In addition to that, the so-called situation-specific skills are required in the classroom interaction situations (Metsäpelto et al. 2022). European teacher education programs are many-faceted and differently structured and designed. However, through the suggested guidelines we intend to support teacher educators in different institutions and in different roles to reflect on the following dimensions in teacher education: Coherence of theory and practice, opportunity to analyze practice, opportunity to enact practice, teacher self-efficacy and vision of teacher education program. The dimensions are based on the pilot survey conducted in Finland. (Mikkilä-Erdmann et al. in preparation) These guidelines are intended to support teacher educators’ reflection on how to support coherence in teacher education.
License
Copyright
In how far does your approach strengthen the internationalization (of the curriculum) in Teacher Education?
The outcome, Guidelines for planning curricula in teacher education to support coherence, is based on a digital survey that was developed in international collaboration (ConnEcTEd IO4 and other IOs). In the future, the document will reach teacher educators internationally through the ConnEcTEd open access portal and will influence curricular work in teacher education.
Which dimensions of digital transformation in teaching for teacher educators did you incorporate (utilize)?
This outcome will be available for teacher educators in digital format on ConnEcTEd platform.
How have you employed co-creative approaches and/or participatory design in your use of digital tools to enhance student learning and engagement, and what have been some of the successful outcomes that you have observed as a result?
A digital survey tool was designed based on previous research (see references below) by IO4 in collaboration with other partners in the framework of ConnECTed project. Hence, the survey is based on successful collaboration with international research partners using co-creative and participatory approach.
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Development of a digital toolkit to internationalize the curriculum
Institution(S) or Teams
ConnEcTEd consortium – IO5/6-subteam
Topic
Report on online working mode in transnational co-creation of course concepts for TE
GOALS
Get basic insights about challenges and success factors of co-creation in online mode
Domains/aspects of internationalization
- Internationalization of the TE Curriclum (IoC)
- Relevance for(of) digital transformation
- Aspects of co-creation
Target group
Lecturers in HEI, study coordinators, project coordinators
Educational level and study year
All levels
License
CC 0
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Development of a digital toolkit to internationalize the curriculum
Institution(S) or teams
Université Côte d’Azur and University of Education Freiburg (PHFR)
Institute of German Studies/Nice and Institute of Romance Studies/Freiburg
Topic
Various – virtual exchange on transcultural learning/digital learning
GOALS
Originally, the objective was to “connect” students in France and Germany that were (thinking) about to study a bilingual teacher education program in a binational project work in the course of which they had the possibility to collaborate transnationally and to reflect individually on their perspectives of becoming a language teacher.
Gradually, the concept was further developed and opened for more target groups and phases of study; it was soon no longer a preparatory project for a binational program, but a virtual exchange approach which could connect courses between France and Germany (and beyond) through a common task-based course design and transnational project work (ideally followed by a “real mobility”, i.e. in the form of a student conference, as in the example below.
Thus, in general, the objective of the approach is to internationalize the curricula, to open thematic (subject-related, subject-related didactic or partially integrated) seminars for a transnational dialogue, to enable course participants to experience valuable changes of perspective and thus to deepen their intercultural communicative and methodological competencies.
Domains/aspects of internationalization
Internationalisation of the curriculum, blended mobilities, virtual exchanges
Target group
Teacher education students, partly also associate schools
Educational level and study year
Bachelor/Master of Education
Context information users would need to understand the digital tool
(e.g., about the TE system, curricular integration)
The format was developed and piloted in 2016 in the context of the DFH/UFA-funded binational Teacher Education program “ITS”.
License
- ower Point/PDF with theoretical background: CC O
- Concept sketch with examples/fotos: Copyright
In how far does your approach strengthen the internationalization (of the curriculum) in Teacher Education?
As stated above, the approach addresses several dimensions of internationalization (of the curriculum), since it connects educators, students and, partly, also schools from Germany and France through blended collaborations that combine virtual/physical staff mobilities, virtual exchanges, transnational collaborations/project work.
Which dimensions of digital transformation in teaching for teacher educators did you incorporate (utilize)?
Firstly, the digital infrastructure is vital for the virtual exchange approach since it shaped the teaching and learning environment of the etandems. Just important, however, was the implication of the digital pedagogy used, mostly based in a virtually supported task-based-approach.
Besides, digital competencies were a) needed for the realization of the VE as well as b) themselves the topic of some cooperations. The competence framework used in this context was the DigiComEdu framework of Digital Competences of Teachers by the European Union.
How have you employed co-creative approaches and/or participatory design in your use of digital tools to enhance student learning and engagement, and what have been some of the successful outcomes that you have observed as a result?
Co-Creative approaches were applied in the design, implementation and evaluation of the course.
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Sharing, retrieving, reusing and adapting Open Educational Resources transnationally
Institution or team
ConnEcTEd consortium – IO5/6-subteam
Topic
Suggestions, guidelines and repository indications for integrating Open Educational Resources from other countries
GOALS
Raise awareness among teachers of the potential of transnational OERs.
Explain important legal frameworks.
Provide references to important national repositories for OERs.
Domains/aspects of internationalization
- Internationalization of the TE Curriclum (IoC)
- Relevance for(of) digital transformation
- Aspects of co-creation
Target group
Lecturers in HEI, study coordinators
Educational level and study year
Any
License
CC 0
In how far does your approach strengthen the internationalization (of the curriculum) in Teacher Education?
Collaborating with colleagues from abroad, we aim to develop and share international content on European Foreign Language Education and Education systems.
Which dimensions of digital transformation in teaching for teacher educators did you incorporate (utilize)?
Working in collaboration with colleagues from around the world, we strive to enhance digital infrastructure by providing resources and support for teaching and learning purposes.
How have you utilized digital tools/methods/resources in your teaching practice to strengthen coherent/integrative and/or international approaches, and what specific strategies or techniques have you found to be effective in achieving this objective?
For more information on Pedagogical Studies at the University of Helsinki, please click on the following links:
- https://www2.helsinki.fi/en/faculty-of-arts/research/disciplines/languages
- https://studies.helsinki.fi/instructions/article/would-you-become-subject-teacher
- https://www.helsinki.fi/en
How have you employed co-creative approaches and/or participatory design in your use of digital tools to enhance student learning and engagement, and what have been some of the successful outcomes that you have observed as a result?
A language faculty is inherently rooted in collaboration as it thrives on the exchange of ideas, diverse perspectives, and collective efforts. In such a faculty, students and faculty members work together to explore linguistic theories, conduct research, and engage in language learning and teaching practices. Through collaboration, the faculty fosters a dynamic environment that enhances language proficiency, cultural understanding, and academic growth.
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Development of a digital toolkit to internationalize the curriculum
Institution
Faculty of Teacher Education University of Zagreb
Topic
Team teaching as a tool for fostering program coherence
GOALS
- foster program coherence trough collaborative teaching
- provide digital tools for planning of collaborative teaching
- evaluate collaborative teaching using digital tools
- enhance the use of collaborative teaching in higher education
Domains/aspects of internationalization
OER’s (information on OERs, list of national repositories, examples)
Target group
Teacher Educators
License
CC BY-NC
This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial purposes only, and only so long as attribution is given to the creator.
In how far does your approach strengthen the internationalization (of the curriculum) in Teacher Education?
The H5P tool for planning and implementing collaborative teaching is a digital tool that can be used for collaboration with colleagues at one’s own institution or with colleagues from abroad. It enables teacher educators to plan, implement, and evaluate team teaching. It strengthens internationalization by providing examples of tool use from international partners, allowing for analysis and comparison of different educational practices in the EU.
Which dimensions of digital transformation in teaching for teacher educators did you incorporate (utilize)?
The provided tool integrates the dimensions of digital competencies and digital pedagogy in teaching. It is a digital tool and resource that can be incorporated into teaching practice, thereby enhancing teachers’ and students’ digital competencies. Additionally, the tool offers a digital infrastructure for implementing alternative teaching strategies, promoting digital pedagogy. The flexibility to modify and adapt the tool to the specific needs of a teacher training institution contributes to a digital curriculum.
How have you utilized digital tools/methods/resources in your teaching practice to strengthen coherent/integrative and/or international approaches, and what specific strategies or techniques have you found to be effective in achieving this objective?
To enhance coherence in the program content that emphasizes teaching the mother language (Croatian) and a foreign language (German), a collaborative teaching approach was implemented in the course “Plurilingualism in School Language Education.” Two university instructors were involved in the implementation of the course: one specializing in German language, foreign language teaching methodology, and intercultural learning, and the other specializing in Croatian language, mother tongue learning, and teaching. For this integrative teaching approach, the H5P tool for planning and implementing collaborative teaching was utilized.
How have you employed co-creative approaches and/or participatory design in your use of digital tools to enhance student learning and engagement, and what have been some of the successful outcomes that you have observed as a result?
Using the H5P tool for planning and implementing collaborative teaching enabled two university instructors to thoroughly plan and implement their co-creative approach within the course Plurilingualism in school language education. The evaluation of this approach by the students showed that they found the collaborative teaching to be a very good teaching method, enabling them to get information and possibilities to analyze certain content from two perspectives. The collaborative teaching approach emphasized coherence between mother tongue (Croatian language) teaching and foreign language (German) teaching and raised student teachers’ awareness of connections between two parts of their study program (Primary teacher education and German language teacher education).
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Development of a digital toolkit to internationalize the curriculum
Institution(S) or teams
- NETT DEVISE KA 2 project
- Prof. Dr. Anna Turula, Pedagogical University Krakow
Topic
- Virtual Exchange: planning, design, implementation, evaluation
- Designing VE tasks and task sequences
- Responding to challenge
- VE student mentoring
- Intercultural communication and ICC (intercultural communicative competence)
GOALS
To train academic teachers in the planning, design and implementation of virtual exchange programs with special regard to the design of tasks / task sequences which develop higher order thinking skills and intercultural communicative competence.
Domains/aspects of internationalization
Groups of students from different countries work together in a virtual classroom and create common projects, which are presented during the course.
Target group
Academic staff; PhD students
Educational level and study year
PhD and post doc levels
Context information users would need to understand the digital tool
(e.g., about the TE system, curricular integration)
The tool used is a Moodle-based course together with various apps (e.g. Padlet). No special content knowledge necessary.
License
Copyright
In how far does your approach strengthen the internationalization (of the curriculum) in Teacher Education?
This training aims at making faculty of different universities more familiar with virtual exchange as a means of internationalisation. It gives the know-how of virtual exchange together with the philosophy of such pedagogy, its rationale and ICC-connected outcomes, the latter being even more important for internationalisation.
Which dimensions of digital transformation in teaching for teacher educators did you incorporate (utilize)?
- digital competencies (use digital tools and resources effectively in your teaching practice),
- digital pedagogy (integration of digital tools and resources into teaching and learning strategies, including the development of new approaches, methods and techniques),
- digital assessment: use of digital tools and techniques to assess and evaluate learning
- digital infrastructure (the provision of digital infrastructure and resources to support teaching and learning).
- digital literacy: tech-savvy task-tool affordancing
How have you utilized digital tools/methods/resources in your teaching practice to strengthen coherent/integrative and/or international approaches, and what specific strategies or techniques have you found to be effective in achieving this objective?
For example the use of digital tools and resources, such as virtual exchanges with students from other countries, could enhance the international and cross-cultural dimensions of a learning experience. Additionally, good task-tool affordancing as well as innovative, ICC-oriented task design guarantee the development of higher-order thinking skills. Finally, virtual exchanges provide excellent context for various learning modes – individual, local group, international group – which cater to various learner needs and individual differences.
How have you employed co-creative approaches and/or participatory design in your use of digital tools to enhance student learning and engagement, and what have been some of the successful outcomes that you have observed as a result?
Virtual exchange is a mode of learning in which students work in teams – local or international. VE task design capitalises on this learning mode: most assignments are about the co-creation of a certain outcome which is subject to future processing (international peer evaluation and constructive feedback; re-design; implementation by the partner group, etc.).
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TITLE
“General Information on OERs. Everything you always wanted to know about Open Educational Resources (but were afraid to ask)”
Author
Robert Schuwer
Name of the institution
Fontys University of Applied Sciences, Eindhoven, NL
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Blog: ConnEcTEd
Reisebericht: ConnEcTEd Project Meeting in Zagreb
Ein zentrales Anliegen der School of Education FACE ist die Entwicklung kohärenter – also strukturell und inhaltlich sinnhaft zusammenhängender – Curricula oder Module im Rahmen des Lehramtsstudiums. Was liegt da in Zeiten der Globalisierung näher, als sich anzusehen, wie dieses Prinzip in anderen Staaten und Bildungssystemen umgesetzt wird? Im Rahmen des Projekts ConnEcTEd geschieht genau das. Im September dieses Jahres reiste eine Freiburger Delegation nach Zagreb, um sich dort gemeinsam mit Projektpartner*innen aus Oslo, Nizza, Helsinki und Zagreb in Präsenz zu diesem wichtigen Thema auszutauschen.
Ins Bächle „dappen“, oder nicht? Treffen des ConnEcTEd-Teams in Freiburg
After the first in-person-meeting in March in Oslo, the ConnEcTED-Team met for the second time in Freiburg im Breisgau at the end of May. In the „Green City“ on the western edge of the Black Forest, right on the border to Switzerland and France, the project members reported on their work, discussed new tasks and further steps in the project, as well as forms of collaboration in different IOs.
Reisebericht: Das ConnEcTEd-Team in Oslo
Ein zentrales Anliegen der School of Education FACE ist die Entwicklung kohärenter – also strukturell und inhaltlich sinnhaft zusammenhängender – Curricula oder Module im Rahmen des Lehramtsstudiums. Was liegt da in Zeiten der Globalisierung näher, als sich anzusehen, wie dieses Prinzip in anderen Staaten und Bildungssystemen umgesetzt wird? Im Rahmen des Projekts ConnEcTEd geschieht genau das. Ende März dieses Jahres reiste eine Freiburger Delegation nach Oslo, um sich dort in Präsenz zu diesem wichtigen Thema auszutauschen.
Funding
This project receives funding from the Erasmus+ programme of the European Union (Strategic Partnerships, KA 203).
The contents of this website and the view expressed in the news and publications are the sole responsibility of the authors and under no circumstances can be regarded as reflecting the position of the European Union.
