COMPETENCES DESCRIPTORS
1 Organising competences (school)
2 Organising competences (classroom)
3 Relationship competences
4 Communicative competences
He can participate to working groups
He can manage activities with other classes
He can manage agreements inside school
He can manage times, spaces, resources, tools of school
He can co-operate with other teachers for a common project
He can arrange materials, tools, times and spaces in the classroom
He can manage materials, tools, times and spaces
He can organise different kinds of activities aiming them to precise goals
He can carry out different kinds of activities related to students' needs
He can shoulder responsibilities
He can make people shoulder responsibilities
He can manage in a balanced way the relation task/relation in the group
He can exploit students' motivations, interests, outcomes
He can realize interpersonal situations and relations
He can be very careful about the "relation climate" of the classroom
He can interact with his/her colleagues
He can express uneasiness situations
He can keep his/her "task" under control
He can ask questions
He can re-express
He can discuss
He can make clear (explain)
He can retrieve pieces of information and actions
He can connect apparently contrasting positions
He can and make others grasp signs of feedback from the communicative chain
He can express non verbal messages
He can act on purpose behaviours of approval, disapproval, refusal, aiming them to precise communicative goals
He can check if the message has been understood
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5
6
7
Planning competences
Psycho-pedagogical competences
Methodological-didactic competence
8 Competences of management of external resources
He can decode the students' needs
He can set aims concerning the pointed out needs
He can consider the planning choices made at both group and disciplinary level
He can choose methodologies, tools, working ways aiming to stated goals
He can check the started courses, processes and outcomes
He can collect data in progress
He can assess both the soundness of the planning assumptions carried out and the level of acceptability of the achieved results
He can connect different levels of planning
He can transfer the results of individual assessment to the group level
He can build up checklists
He can use checklists in order to identify different ways of learning and student’s learning styles
He can choose methodologies, strategies and tools suitable to different learning styles
He can master different learning" patterns"
He can use the "educational agreement" as a tool of responsibility for the students
He can arrange complex activities, rich in inputs and different training situations to let everybody achieve the results fitting his own capabilities
He can identify and compare different didactical methodologies
He can choose the most suitable one/ones to each student's learning styles
He can manage many different methodologies and strategies to fulfil different needs
He can manage times related to the students' different learning paces
He can arrange and apply suitable changes in didactic itineraries
He can arrange and use different tools and strategies for special need students
He can exploit the capabilities the students have to build up new ones
He can identify "key" persons in the local context
He can manage co-operations outside the school
He can transfer educational problems to a political level
He can interact with speakers who are external to school
He can plan educational activities with people
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9 Reflective competences
10 11 12
"European" competences a) "Awareness" level b) "Competence" level belonging to other organisations of the local context
He can reflect on the activities carried out
He can exploit his mistakes to change his didactical activity
He can learn by doing
He can check the started courses and processes started and change his working choices on the base of collected data a) he perceives a "European" dimension of learning/teaching processes a) He knows which countries can participate to mobility programmes a) He knows the European institutions involved in learning/teaching processes a) He knows the European programmes concerning learning/teaching processes a) He knows the organisation of school systems in other European countries a) He knows how the teaching of his school subject is structured in other European countries a) He knows didactical methodologies used in other European countries both as regard his own subject and as regard other disciplinary fields b) He can compare organization patterns of educational system from different European countries
B1) He can find and use regulative and efficacious tools supplied by the EC
B2 ) He can find and use informative and effective tools in order to participate to European programmes
B3) He can manage mobility experiences
B4) He can realize why managing the European dimension is important for his own work
B5) He can distinguish difficulties and obstacles
(of political, institutional, economic and cultural level) to actually fulfil the teaching/learning
European dimension
B6) He can stand between "European context" and "local context" in teaching/learning processes
C)He can operate as a mediator between “the
European space” and “the local space” during teaching – learning processes.
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INTERVIEW FOR STUDENTS IN MOBILITY (before their departure)
20 INTERVIEWS RACCOMANDED PER COUNTRY (ITALY SLOVAK REP. NORWEY).
1a Which aspects of school organisation should you know and check to make your didactical action efficacious?
1b Which elements do you think you have to consider in order to organise your classroom activity in a productive, economic, functional and effective way?
2a Do you think the relation climate you can create in a classroom affects the students' learning processes in a certain way?
2b In your opinion which professional behaviours should a teacher act to "take care" of the relation climate in a classroom?
2c Which strategies should he use?
3a Do you think that checking communicative processes between teachers and students is important to facilitate students' learning processes?
3b In your opinion which communicative techniques should a teacher know and use to encourage these processes?
4a According to you which are the important stages of planning activity in a school?
4b In your opinion why does a school plan its educational activities?
4c Which are the most important elements, in planning his/her didactical activity, a teacher should consider?
4d According to you from which procedure does any planning activity start in the educational field?
5a In your opinion does each student learn in the same way?
5b In your opinion what do you need to know and able to do in order to facilitate in a relevant way your future students’ learning processes?
5c In your opinion is it useful a teacher, expert in learning, asks himself questions like these:

How can I build up a " meaningful learning " situation?

How can I exploit my students' capabilities and natural attitudes ?

How can I make my students to shoulder real responsibilities?

Which strategies can I use to strengthen and make steady my students' motivation
5d Why?
6a In your opinion, besides knowledge related to his own teaching subject, which knowledge and working tools does a teacher need to make his didactical activity effective?
6b In your opinion is it important a teacher always checks his classroom activity?
6c Why?
6d What is it to be done?
6e How can a teacher choose the most effective methodology/ies for his/her classroom needs?
7a According to you does school need work in close co-operation with other organisations and
Agencies there are in the external environment to be able to carry out at best its educational action?
7b Why?
7c In order to manage suitably these relations with external environment, which strategic actions should a teacher be able to do to make more efficacious the action of the whole school community?
8a In your opinion is it useful for a teacher he is able to check started learning courses and processes and to assess constantly the effectiveness of his own working choices?
8b Why?
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8c Which actions and techniques should a very expert teacher start in order to learn even from his professional practice and so, at least, even from his own mistakes?
8d In your opinion how useful can this "reflective" practice be so to implement teacher's competence?
9a What does it mean for you "managing the European dimension of teaching/learning process"?
9b Do you think it is important to be able to manage the European dimension to develop deeply teacher's competence?
9c What do you think you should need to be able to become skilled in managing this dimension for your future students' training?
9d Which regulative and working tools do you think you should have to be able to become skilled in managing European programmes concerned to learning/teaching processes?
9e Which difficulties and obstacles do you think you have to face in order to be able to manage this dimension inside your future profession?
9f Why?
10a Do you think this mobility experience might give you some help to develop this "European" dimension in your profession?
10b Which are your expectations regarding this experience?
11a Especially, which aspects of the educational and vocational training system of the country you are going to visit would you like to deepen most?
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STUDENTS' INTERVIEW ON THEIR RETURN
20 INTERVIEWS RACCOMANDED PER COUNTRY (ITALY SLOVAK REP. NORWEY).
1) Which expectations you defined before leaving have been fulfilled completely during your mobility experience?
2) Which aspects of the school system of the country you visited did you succeed in examining closely?
3) Which aspects concerning "teaching/learning European dimension" did you test?
4) Which analogies and differences did you notice in the teachers' initial training inside educational and vocational systems of the two countries?
5) In the educational and vocational system of the country you visited, to which competences analysed before your leaving (relations, organisation, communication, planning, psychopedagogical, reflective, methodological - didactical, European) do they devote most care?
6) Besides University, to whom is future teachers' initial training assigned in the European country you visited?
7) How important is the "European" dimension in the future teachers' initial training in the country you visited?
8) Which career prospects and/or professional development has a teacher in your hosting country?
9) Which balance is there between training courses concerning disciplinary competences and those concerning "transversal" competences in the educational training system of the country you visited?
10) On the whole, what is your opinion on your mobility experience as regard its following up on your training?
11) Which motivations of professional level might you persuade to suggest your future students an experience like this?
12) Which difficulties, obstacles and oppositions do you think you have to face in planning such an experience to suggest your future students?
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INTERVIEW FOR STUDENTS WHO ARE NOT IN MOBILITY
10 INTERVIEWS RACCOMANDED PER COUNTRY (ITALY SLOVAK REP. NORWEY).
1a Which aspects of school organisation should you know and check to make your didactical action efficacious?
1b Which elements do you think you have to consider in order to organise your classroom activity in a productive, economic, functional and effective way?
2a Do you think the relation climate you can create in a classroom affects the students' learning processes in a certain way?
2b In your opinion which professional behaviours should a teacher act to "take care" of the relation climate in a classroom?
2c Which strategies should he use?
3a Do you think that checking communicative processes between teachers and students is important to facilitate students' learning processes?
3b In your opinion which communicative techniques should a teacher know and use to facilitate these processes?
4a According to you which are the important stages of planning activity in a school?
4b In your opinion why does a school plan its educational activities?
4c Which are the most important elements a teacher has to consider to be able to plan his/her didactical activity?
4d According to you from where does any planning activity start in educational field?
5a In your opinion does each student learn in the same way?
5b In your opinion what do you need to know and able to do in order to facilitate in a relevant way your future students’ learning processes?
5c) In your opinion is it useful a teacher, expert in learning, asks himself questions like these:

How can I build up a "meaningful" learning situation?

How can I exploit my students' capabilities and natural attitudes ?

How can I cause my students to shoulder actual responsibilities?

Which strategies can I use to strengthen and steady my students' motivation
5d Why?
6a In your opinion, besides knowledge related to his own teaching subject, which knowledge and working tools does a teacher need to make his didactical activity effective?
6b In your opinion is it important a teacher always checks his classroom activity?
6c Why?
6d What is to be done?
6e How should a teacher choose the most effective methodology/ies for his/her classroom needs?
7a According to you does school need work in close co-operation with other Institutions and
Agencies there are in the external environment to be able to carry out at best its action?
7b Why?
7c In order to manage suitably these relations with external environment, which strategic actions should a teacher be able to do to make more efficacious the action of the whole school community?
8a In your opinion is it useful for a teacher he is able to check learning routes and processes started and to assess constantly the effectiveness of his own working choices?
8b Why?
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8c Which actions and techniques should a very expert teacher start in order to learn to learn even from his professional practice and so, at least, even from his own mistakes?
8d How useful can this "reflective" practice be, in your opinion, to implement teacher's competence?
9a What does it mean for you "managing the European dimension of teaching/learning process"?
9b Do you think it is important to be able to manage the European dimension to develop deeply teacher's competence?
9c What do you think you should be able to become skilled in managing this dimension for your future students' training?
9d Which regulative and working tools do you think you should have to be able to become skilled in managing European programmes concerned to learning/teaching processes?
9e Which difficulties and obstacles do you think you have to face in order to be able to manage this dimension inside your future profession?
9f Why?
10a Have you ever taken in account the possibility to participate to a study tour in order to know a
European educational and training system structure and organisation and to compare it with ours?
10b do you think a mobility experience might supply you any contributions to make progress in developing the "European" dimension in your profession?
10c If you think so, what are they?
10d Which obstacles/difficulties should you face to draw training contributions from an experience like this?
10e In particular, which aspects of the host country educational and training system would you like to deepen?
10f Which theoretical, regulative and working tools should you get to be able to plan and manage a mobility experience for your future students?
8

INTERVIEW FOR BENEFICIARY GROUP (teacher trainers, TOTAL 10) AND INDIRECT
BENEFICIARIES (secondary school teachers TOTAL 10)
1a According to you, in a scale from one to ten, how important is for a teacher to be able to use at the best way all logistic, material and tool supplies the school has?
1b What should a teacher do to organise at best co-operation inside the school?
1c What kind of competence should a future teacher have to succeed in organising at best his/her classroom during different didactical activities?
2a Which professional behaviours should a teacher start up to establish an effective relationship with his/her students?
2b Which strategies should he/she use?
2c Do you think it is important to check the colleagues' relationship key points, too?
2d Why?
3a According to you, is there a relation between learning processes and communicative processes?
3b Which communicative techniques should a teacher use consciously to facilitate communication with his/her colleagues and students?
4a Which theoretical and regulative tools should a teacher have to be able to take part to the school planning activity with competence and in an active way?
4b According to you which key points do teachers need to check, in order to manage correctly the different planning stages in a school?
4c Which links among the different planning stages has a teacher to be able to check?
4d In a scale from one to ten, how does a planning competence affect in stating the teacher's professional level?
5a Besides disciplinary competences, according to you, which other element do a teacher need to make effective his/her didactical action inside a classroom?
5b Which theoretical and working tools should a teacher master in psycho-pedagogical field in order to urge and facilitate his/her students' learning processes?
5c Which learning patterns should a teacher know and start up to meet his/her students' different needs?
6a In your opinion in teacher's training are there any relations between disciplinary competences and methodological ones?
6b According to you which methodologies should a future teacher know and be able to use to fit his/her didactical action to the different cognitive classroom situation?
7a In your opinion, in today's school, where processes of autonomy have been starting up for some time, which competences should a teacher get to succeed in establishing right synergies with
Institutions, Associations and Agencies which are in the local context?
7b What shall a teacher do to get regularly such competences?
8a How useful might it be for a future teacher to develop a reflective competence, that is the capability to learn to think on his/her professional practice and so learning even from his/her own mistakes?
8b According to you, in order to build up a professional profile of such a level, would it be useful for a future teacher to check students' learning courses and processes and to assess always his/her own working choice effectiveness?
9a In your opinion, how important is the capability to manage the "European" dimension of learning/teaching processes in building up the teacher's professional profile in today's school?
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9b According to you, which are the regulative, theoretical and working tools a teacher should master to be able to manage skilfully this dimension in his/her professional practice?
9c Which obstacles and difficulties of political, institutional, economic and cultural level should a teacher face to achieve this European dimension inside his/her professional practice?
9d What tools does he/she need to overcome these difficulties?
9e Which European programmes should a future teacher know best, in your opinion?
9f According to you, in a mobility project, are there any European countries where it is more important to go?
9g Why?
9h In a complex society like ours, in which changes are so quick and deep, to which Institutions or
Organisations should the training of these transversal professional competences be assigned, which are the “core” of a professional profile changing continuously like the teacher’s one?
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INTERVIEW FOR POLITICAL DECISION MAKERS (TOTAL 10)
(head teachers, Faculty Deans, Department Presidents, etc..).
1a According to you, how important is it for a school to establish and carry out opening policy towards European and local dimension?
1b Which are, in your opinion, obstacles and advantages for a school that wants to grasp the opportunity to take part to European projects?
1c Which are generally the motivations for which a school decides to take part to a European project?
1d If a school would like to take part to mobility European projects which countries should it choose to visit?
1e Why?
1f Which regulative, theoretical and working tools do people need to know and master to succeed in managing European projects?
2a Which knowledge and competence should a modern teacher have to be able to manage autonomously the “European” dimension of learning/teaching processes inside a school?
2b Independently from knowledge concerning European projects, according to your experience, has an (Italian, Slovak, Norwegian) teacher the awareness, even slight, of the importance of the
European dimension in teaching/learning processes?
2c In this historical period, taking into account society changes and new demands relative to the school world, in your opinion, which are the most important competences for a teacher who wants to build up an adequate professional profile considering our country (Italian, Slovak, Norwegian) training system needs?
2d In this particular historical and social context, according to you, how important are teacher’s organising competences in order to exploit at best internal and external resources of a school community?
3a On the exquisitely didactical and training level how do you think teacher’s relationcommunicative competences can influence the starting up of efficacious learning processes?
3b Encouraging students’ school success achievement at most, according to you, are teachers’ planning competences more important than psycho-pedagogical ones?
3c Why?
3d Do you think that an (Italian, Slovak, Norwegian) teacher might draw a methodologicaldidactical enrichment through a comparison with educational realities different from ours?
3e Do you think that speaking foreign languages might encourage teachers in managing European dimension in educational field?
4a What are the most skilful Institutions and Organisations to manage initial and in-service training also in a European view?
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HYPOTHESIS OF PRACTICAL EXERCISE
(20 participants max per Exercise)
1 exercise per mobility flow
This exercise aims at testing the operational and organisational skills and capabilities of teachers.
That is why in our first exercise we choose a non-school situation, in order to create a neutral contexts in which there is no previous personal and/or professional experience to alter and derange students participation and out puts.

INTERACTION COMMUNICATIVE COMPETENCES
GROUP A represents a organisational working group (from an old people nursing home) which has to write a letter to get in touch with voluntary service associations, and to organise recreative activities with them, to be performed during Summer times transnational partners in order to propose them an European project
GROUP B observes on the base of precise criteria (roles/relations, communicative acts): that is to say:
1.
Each member of the group drafts an observation report/list on the base of certain input and criteria
Groups change tasks :
1.
GROUP A (those who wrote the letter) now observes GROUP B
2.
GROUP B, on the contrary, will choose and agree the most “meaningful” observations drafted previously by each participant.
Observing “reality”
…………………..
PLANNING COMPETENCES (in a “European” dimension)
A group has to organise a student trip abroad
A group watches after precise criteria (goals, information, rules, costs, tools, resources, training opportunities………………………..)
Observing “reality”
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DIRECTIONS TO FILL IN ATTITUDINE SCALE
This tool should be used before the “focus group” with the same group of 15 students (max); the group should be composed by some representatives students coming from the project involved
Countries – Italy, Slovak Rep. Norway.

Read carefully the enclosed list of statement concerning to the competences required to a teacher of today’s school. These statements express just personal point of view, so they are not right or wrong in an absolute sense.

Express freely your own level of agreeableness regarding to each statement, by using a scale of one to 4, after the following criteria:
1 = I agree fully
2 = I agree
3 = I don’t agree
4 = I disagree completely
 Don’t write your name: this collecting data tool is anonymous
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STUDENTS' ATTITUDE SCALE
1 = I agree fully; 2 = I agree; 3 = I don’t agree; 4 = I disagree completely
1) School organisation is only the headmaster's duty
2) Teachers only have to prepare lessons
3) Teachers have to arrange and manage different kinds of activities and tools
4) In the classroom you can't check relation dynamics
5) Didactical communication is a dimension which belongs to teacher's personal style
6) A teacher builds up the didactical dimension independently from his/her professional competences
7) In modern schools, planning is only a bureaucratic commitment teachers are requested to respond to
8) Planning is useful to solve professional problems and to check learning courses and processes
9) At school a didactical methodology is the same as another
10) It isn't necessary to agree teaching “body” choices to be able to organise our own classroom action with students
11) Checking learning courses isn't useful to improve teachers' professional performances
12) The achievement of learning processes depends only on the students' motivational level
13) For a teacher in today's school the most important thing is to be able to finish his/her syllabus
14) Planning is only a flexible hypothesis to test
15) All students learn in the same way
16) A teacher has only to transfer his/her knowledge to students
17) The responsibility of the learning process must be shared by both student and teacher
18) Learning is a complex process concerning all the personality dimensions
19) A teacher has to use disciplines like tools for students' global training
20) A teacher should know different didactical methodologies an working tools in order to choose the most adequate to students' learning styles
21) Interaction with the environment isn't a teacher's duty
22) A teacher doesn't need to think over carried out activities
23) At school managing European projects is only wasting time
24) Finding out and managing mistakes are very important opportunities for a teacher, in order to develop his/her professional growth
25) A teacher doesn't need to compare organising patterns of training systems from different European countries
26) It is important a teacher is able to find out and manage regulative and working tools of the European Community
1 2 3 4
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A group of 15 students (max)- the same of the Attitude scale; the group should be composed by some representatives students coming from the project involved Countries – Italy, Slovak Rep.
Norway.
MATRIX FOR FOCUSES

SCHOOL ORGANISATION

School structures and resources

Times

Spaces
 …………

CLASSROOM ORGANISATION

Groups

Materials

Times

Spaces
 ………….

RELATIONAL CLIMATE

Co-responsibility

Assigning tasks

Exploiting differences

Managing conflicts
 ………….

COMMUNICATION

Communicative techniques

Verbal languages

Non-verbal languages
 ………….

PLANNING

Why (reasons and aims)

When (stages)

Essential elements
 ………….
15


LEARNING

Learning styles

Different ways of learning

Learning times

Motivation / responsibility
 “meaningful” learning situation
 …………..

METHODOLOGICAL DIDACTICAL AREA

ACTIVITIES

TOOLS

METHODOLOGIES

TESTING

PROCESSES

OUTCOMES

WORKSHOP
 ……………

LOCAL CONTEXT

Institutions and agencies

Networking

Strategies to start up co-operation with local context

Internal and external resources: synergies

Networking with other schools

Common project planning
 …………….
 “REFLECTIVE” DIMENSION
 checking stated up courses and processes
 monitoring of evaluation and self evaluation
 testing choice effectiveness as regard goals
 managing/exploiting mistakes
 ………
 “EUROPEAN” DIMENSION

Information

Regulative tools
16


Working tools

Vantages/obstacles

Mobility
 ……….
17