1 University of Alcalá (SPAIN)
2 CEIP Isabel la Católica de Madrid (SPAIN)
About this paper:
Appears in: ICERI2011 Proceedings
Publication year: 2011
Pages: 4724-4727
ISBN: 978-84-615-3324-4
ISSN: 2340-1095
Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain
The project “An INTegral Teacher Training for developing digital and communicative competences and subject content learning at schools (intTT)”, is a Socrates-Comenius project financed by the Executive European Commission and is developed by six Universities: Alcalá (Spain, Coordinator of the project), Comenius, Bratislava (Slovakia), Helsinki (Finland), Lisboa (Portugal), Leicester (United Kingdom) and Teknik, Karadeniz (Turkey). The intTT team has been working together in educational projects. The intTT partners think that the training of the future teachers of primary and secondary schools needs to include the communicative and digital competences to foster significant learning of subject content. These competences are identified as key competences for lifelong learning and are closely related to subject content learning.
One of the important management aspects of the project is that the coordinating institution, University of Alcalá, has large experience in working and coordinating European projects, and has efficient systems for quality assurance. The coordinator university, has the responsibility of organizing, managing and monitoring the project being, at the same time, firm and flexible in order to achieve the aims and outputs of the project. Another essential objective of the University of Alcalá is to encourage partners to work in a collaborative and democratic way.
Concerning organization, the project plans to exploit the specific expertise of its members, all of them dedicated to teacher training for many years. The tasks are distributed in line with the particular profile of the individual members of the project identifying the co-coordinators of each project phase according to their expertise and previous experience.
Coordinators of the several phases help in preparing documents or proposals/drafts before team meetings are held, then, they usually inform the University of Alcalá and other partners give opinions about the prepared document by e-mail, and, finally, all project documents, proposals/drafts and activities are discussed, modified, if needed, and democratically agreed.
Meetings take place in the partner institutions and serve to review project progress and to plan the future tasks. Partners actively participate in the meetings, meanwhile partners are in regular contact by e-mail with the coordinator university and other partners.
Coordinating the IntTT project, which is quite ambitious, is not an easy task, however, the interactive and collaborative way partners work can be thought of as a process of transferring pedagogical ideas, concepts, methods and opinions, which, in our view, benefit the process of the project, and give all project members the opportunity to reflect, to discuss and examine other points of view about the project and its achievements, leading to the potential for improving the project proposal. In conclusion, the project is managed and coordinated by the University of Alcalá, and an active role is played by partners.
This poster will describe the tools and methods put in place to manage the intTT project, to ensure cooperation among partners and to implement quality assurance. This includes the internal monitoring system and tools used to assess the project’s progress.
European Project, training, project managment, student teacher.