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eTwinning and Initial Teacher Education at PH Steiermark

At PH Steiermark, eTwinning is increasingly becoming an integral part of the institutional approach to internationalisation, diversity, and digital education.

Specifically, eTwinning is already:

Part of the offer for international students, including:

An introduction to eTwinning

Opportunities to engage in international teaching practice (Schulpraxis) through eTwinning contexts

eTwinning is part of the continuing professional development (CPD) programme for in-service teachers

Being further developed through:

Planned Bachelor’s theses on eTwinning-related topics, strengthening the research dimension

Integration into the

This shows that eTwinning is not only relevant for initial teacher education, but also supports lifelong professional learning.

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Although I have no direct experience in working with ITE institutions, I know that the faculty of Albacete, a province in my region, does include eTwinning in their practice, although I'm not sure it is included in their curriculum. In fact, they were awarded with a prize last year.

Apart from universities, I think that any institution, public or private, should be involved in eTwinning as it provides future teachers with an environment to adquire digital competence, collaborative skills, intercultural awareness and innovative methodologies.

In my opinion, the best way to approach ITE as an eTwinning ambassador would be coordinating with university tutors to offer student teachers annual workshops and mentoring student teachers in project design once they are doing their practicum in my school, or other schools nearby.

The challenge would be that eTwinning is not in their curriculum and university teachers and students don't know about, but on the other hand it is a good opportunity the fact that new teachers are willing to learn and work on new methodologies and they need to spend time in the school doing their practicum before becoming teachers. That moment in when as an ambassador I can aproach them and provide hands-on experience through the ongoing projects in the school.

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I think since 2021 Faculty of Education teachers can join the eTwinning platform, and in Spain university students ( Bachelor’s Degree in Early Childhood education or in Primary Education, Master’s Degree in Secondary Education Teacher Training. Spain started to work with ITE long time ago, but I think there's still many work to do in this field, until they fully integrate eTwinning as part of their curriculums. In Spain they have been awarded in ITE European prizes in 2025 (in Albacete university). I work in Catalonia, and I know some of the most important Faculties of Education (UB, UAB, Pere Virgili, Universitat de Girona...) have included eTwinning someway in their curriculums, as I know some of the catalan ambassadors have created presentations or workshops for ITE students. I haven't done it, but I think it is a very important task to tach the future teachers. In my oppinion eTwinning should be as another subject in the curriculum, because it helps to improve collaborative work, cooperation, internacionalization, ICT use, competences... I think one idea could be to offer ambassadors (or eTwinning schools) as mentors for student teachers, as watching and participate in eTwinning projects "in action" can be one of the best ways to learn.

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Shereen Salahat, Musqat Secondary School

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Shereen Salahat, Musqat Secondary School

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My Role as an eTwinning Ambassador in ITE

In my country(palestine), I am not fully aware of specific ITE institutions that are actively involved in eTwinning, but I see a great opportunity to involve them more in the future.

eTwinning can strongly contribute to ITE by helping student teachers develop digital skills, collaborative teaching methods, and international cooperation experiences. It also helps them understand innovative and student-centered approaches before entering the profession.

To approach ITE institutes, I would start by contacting teacher educators and presenting eTwinning as a practical tool for training student teachers. I would suggest integrating eTwinning projects into their courses and offering workshops or demonstration activities.

Possible challenges may include lack of awareness, limited time in teacher education programs, and low familiarity with eTwinning tools. These could be addressed through simple training sessions, clear examples, and step-by-step guidance.

Overall, ITE institutions represent a key opportunity to prepare future teachers who are confident, innovative, and ready for international collaboration.

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Initial Teacher Education (ITE) institutes that could be involved in eTwinning include universities with education degrees, teacher training colleges, and centres for continuous professional development. eTwinning can contribute to their work by providing future teachers with practical experience in international collaboration, digital tools, and project-based learning, helping them develop key teaching competences from the beginning of their careers.

Some challenges may include limited awareness of eTwinning, tight academic schedules, and difficulty integrating it into existing curricula. However, there are also strong opportunities, such as enriching teacher training with real classroom experiences and fostering a European and collaborative mindset.

To overcome these challenges, I would promote small pilot experiences, offer targeted training sessions, and collaborate with teacher educators to embed eTwinning into coursework in a simple and flexible way.

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In Palestine, eTwinning is not yet fully integrated into all Initial Teacher Education (ITE) institutions. Potential institutions to involve include faculties of education in universities and teacher training colleges.

How eTwinning can contribute:

Promote collaborative, project-based learning

Develop student teachers’ digital and language skills

Encourage international collaboration and intercultural competence

Support professional skills such as planning, teamwork, and reflection

Opportunities:

Motivated student teachers and creative educators

Possibility of connecting students with international projects

Challenges:

Limited awareness of eTwinning

Internet and technical access issues

Need for digital training

Actions as an Ambassador:

Organize introductory workshops and provide guidance

Support small pilot projects and integration into courses

Share success stories to motivate participation

My role is to guide and support future teachers, helping them gain experience, confidence, and international collaboration skills through eTwinning.

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As an eTwinning Ambassador, I am aware that several Initial Teacher Education (ITE) institutions in my country could be involved or further developed in eTwinning activities, such as faculties of education, pedagogical universities, and teacher training departments within comprehensive universities. eTwinning can strongly support their work by offering student teachers early exposure to international collaboration, digital pedagogy, and project-based learning. Approaching ITE institutes requires formal communication with management and teacher educators, combined with practical presentations that clearly show how eTwinning aligns with teacher training curricula and supports the development of professional and transversal competences.

The main challenges in introducing eTwinning in ITE institutes include rigid curricula, limited time, and varying levels of digital readiness among teacher educators and student teachers. However, these challenges can be addressed by integrating eTwinning activities into existing courses, starting with small pilot projects, and offering continuous mentoring and examples of good practice. In my experience, student teachers respond very positively to eTwinning once they understand its practical value and relevance for their future profession, becoming motivated and more confident in using innovative teaching approaches.

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A former colleague of mine is now working as eTwinning ambassador in teacher training. I don't have any experience in that field, but I think in secondary school students could be trained as eTwinning leaders, too. They could, for instance, do professional surveys or collaborative projects on eTwinning for their final thesis, which in German is called ABA. I guess trained students are more likely to promote eTwinning as students or as future teachers - and that's sort of early started teacher training :-)

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In Romania, for example, there are pedagogical high schools where students are future teachers.

As an eTwinning Ambassador in ITE, my role is to prepare future teachers for European, collaborative teaching by offering guided, practical eTwinning experiences, supporting teacher educators, and embedding eTwinning into initial teacher training in a sustainable way.

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I support the Department of Early Childhood Education at the University of Thessaly, which is an excellent ITE environment for integrating eTwinning, because early childhood student teachers benefit greatly from practical, hands-on experiences in collaborative, creative, and child-centred pedagogy. The main challenges include ready 2–3-week project plans, TwinSpace templates, sample activities and short, practical demonstrations that require no extra preparation from instructors.

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The eTwinning Ambassador should reach out to Initial Teacher Education (ITE) institutions, such as teacher education faculties at universities, through an academic and institutionally focused approach. The key is to demonstrate that eTwinning serves as a practical tool to bridge theory and practice by offering student teachers a safe TwinSpace for international projects and to learn digital pedagogy before they start working. The Ambassador’s role is to ensure systemic change by proposing the integration of eTwinning directly into the curriculum of teaching subjects or linking participation to the assessment of teaching practice. The main challenges, including bureaucracy and the short duration of students’ time in school, can be overcome by individually mentoring teachers to see eTwinning as a research and development tool and by creating short project templates that are suitable for students’ practice.

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The most effective way to approach ITE institutes is through direct collaboration, clear proposals, practical activities and demonstration of real benefits. We need to position ourselves as an educational partner, not just a promoter

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As an eTwinning ambassador, I supported the training of future teachers in preschool and primary education at the Pedagogical High School within the George Cosbuc College Nasaud and those at the Faculty of Educational Sciences, Babes Bolyai University Cluj-Napoca by organizing webinars, face-to-face courses, presentations of the eTwinning space, presentations of good practices from implemented projects, and specialized articles.

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My Role as an Ambassador in ITE

In my current role as an eTwinning Ambassador, I have not yet formally collaborated with Initial Teacher Education (ITE) institutes. However, I recognize the critical importance of engaging future teachers with the eTwinning community early in their careers. Therefore, I have reflected on a potential list of ITE institutes in my country that could be involved and the value eTwinning could add to their work.

List of Potential ITE Institutes for eTwinning Involvement

1. University of Bucharest – Faculty of Psychology and Educational Sciences

2. West University of Timișoara – Faculty of Sociology and Psychology

3. “Al. I. Cuza” University of Iași – Faculty of Education

4. Babeș-Bolyai University, Cluj-Napoca – Faculty of Psychology and Educational Sciences

5. Ovidius University of Constanța – Teacher Training Department

How eTwinning Can Contribute to Their Work

Internationalization of Training: By integrating eTwinning into their curriculum, student teachers can develop intercultural and digital collaboration skills through safe, real-life projects with peers from other countries.

Modern Pedagogy in Practice: eTwinning supports student-centered, project-based learning—skills that align with 21st-century education strategies promoted in teacher training.

Professional Identity Building: Early exposure to European professional networks fosters motivation, creativity, and a sense of belonging to a larger teaching community.

Digital and Pedagogical Competency Development: Student teachers can gain hands-on experience with tools and platforms, including TwinSpace, digital citizenship, and collaborative planning.

Challenges and Opportunities

Challenges:

Lack of awareness and time in ITE curricula: ITE institutions may not prioritize digital collaboration or see it as an “extra”.

Resistance to change: Academic staff may be skeptical about eTwinning’s practical value.

Limited access or understanding of the platform among university staff.

Opportunities:

Curricular integration: eTwinning can be embedded in methodology courses or practicum stages.

Professional development for staff: Offering training sessions for teacher educators can increase buy-in.

Visibility and recognition: Participation can boost institutional reputation and give students real-world teaching scenarios.

Overcoming Challenges

Step-by-step integration: Start with optional workshops or voluntary student projects, then scale up.

Ambassador-in-residence model: Establish a regular eTwinning presence within the ITE by offering mentoring, open sessions, or co-teaching.

Showcasing success stories: Invite former student teachers or current eTwinners to share impact stories and motivate participation.

Experience Sharing (Hypothetical Example)

Although I have not yet worked extensively with ITEs, I have conducted workshops with student teachers. One barrier I faced was the perception that eTwinning is “only for full-time teachers.” To overcome this, I facilitated a mini-project between two student teacher groups in different regions of the country. Their enthusiasm and feedback helped convince university mentors to consider including eTwinning in future coursework.

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In my country, several ITE institutions (faculties of education and teacher training colleges) are already engaged with eTwinning, although involvement varies by region. Based on my knowledge and experience, here is a short list of some ITEs that are either currently active or have high potential for eTwinning integration:

Promoting Digital and Collaborative Teaching Skills

eTwinning introduces future teachers to platforms, tools, and approaches they’ll actually use in classrooms.

It supports 21st-century skills: collaboration, creativity, intercultural awareness, and responsible online behavior.

Providing Authentic Teaching Practice

By participating in or observing real eTwinning projects, student teachers gain early, authentic experience with planning, teamwork, and digital interaction.

eTwinning can be embedded into teaching practice modules or practicum.

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Despite not knowing much about this issue, I still believe that these institutes could benefit greatly from eTwinning, by integrating collaborative learning and international projects into the training of future teachers. The main challenge could be the lack of information and dedicated resources, which I would address through information sessions and direct partnerships. If I find out more, I can update the list and suggestions.

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There are a few cases where universities and their teacher training departments (DPPD) have participated in eTwinning-related activities. However, this involvement remains limited, fragmented, and mostly informal. Structured partnerships between eTwinning and ITE institutions in Romania are still under development.

Potential ITE institutions that could be engaged in eTwinning:

1. University of Bucharest – Teacher Training Department (DPPD)

2. Babeș-Bolyai University of Cluj-Napoca – DPPD

3. “Alexandru Ioan Cuza” University of Iași – DPPD

4. West University of Timișoara – Faculty of Education and DPPD

5. University of Craiova – DPPD

6. Transilvania University of Brașov – DPPD

7. “Lucian Blaga” University of Sibiu – Faculty of Education

How can eTwinning support ITE institutions?

Digital innovation: eTwinning offers real-world examples of digital integration in education;

International collaboration: student-teachers can experience cross-border cooperation early in their careers;

Modern pedagogical practices: eTwinning promotes collaborative learning, active methods, and formative assessment;

Connecting theory with practice: future teachers can apply teaching strategies in real European projects;

Enhanced attractiveness and quality of ITE programs: embedding eTwinning into the curriculum can enrich teaching practice.

As an ambassador, how would I approach ITE institutions?

Propose partnerships between ITE departments and eTwinning schools, involving student-teachers in real projects;

Offer webinars or demo workshops to teacher educators, in collaboration with the National Support Service (NSS);

Promote eTwinning success stories in teacher education conferences and training events;

Support the creation of pilot groups of student-teachers who work with mentor teachers on eTwinning projects during practicum.

Anticipated challenges:

Time constraints and resistance to change among university staff;

Curriculum gaps – eTwinning is not explicitly embedded in most ITE modules;

Varying levels of digital and language skills among student-teachers;

Lack of a formal cooperation framework between ITEs and eTwinning networks.

🌱 Opportunities and solutions:

Set up a pilot “eTwinning in ITE” network, connecting ambassadors, universities, and mentor schools;

Advocate for the inclusion of eTwinning in pedagogy or practicum modules;

Support micro-projects between student-teachers and local schools, with mentoring from eTwinning experts;

Collaborate with NSS and the Ministry of Education to formally embed eTwinning in national ITE strategy.

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Although I haven’t yet worked in a structured way with ITE institutes, I strongly believe their involvement in eTwinning is essential for preparing future teachers. In Prahova County, a great starting point would be the Faculty of Sciences and the Teacher Training Department (DPPD) at the Petroleum-Gas University of Ploiești (UPG Ploiești).

I’ve seen firsthand the growing interest of student teachers in eTwinning through several webinars I’ve organized, which were attended by students not only from UPG Ploiești, but also from other regions across the country. Their engagement and curiosity during these sessions confirmed to me the value of introducing eTwinning early in their training.

eTwinning could be integrated into ICT, pedagogy, or teaching practice courses, and could even inspire final thesis topics. Early exposure to international collaboration prepares student teachers for a more connected, modern, and innovative educational environment.

Some challenges may include a lack of awareness or reluctance to adopt new tools, but these can be addressed through concrete examples, local workshops, and support from eTwinning ambassadors. I will continue to promote eTwinning among student teachers and hope to develop active partnerships with UPG Ploiești and other teacher training institutions in the near future.

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In my country, there are ITE institutes that are either actively engaged in eTwinning or have strong potential to become involved. For example, Pedagogical Highschool „Ioan Popescu” from Bârlad started to implement eTwinning projects, involving future primary school teachers in activities and project management. eTwinning can greatly contribute to their work by offering student teachers practical experience in designing and managing international projects, enhancing their digital competencies, and fostering collaboration skills essential for modern teaching. As an ambassador, approaching ITE institutes involves demonstrating how eTwinning projects align with teacher education curricula, supporting lecturers to integrate eTwinning into their courses, and organizing workshops that introduce both educators and student teachers to eTwinning’s tools and community. Emphasizing eTwinning’s role in promoting European values and intercultural dialogue can also enrich the pedagogical perspective of future teachers.

Challenges in engaging ITE institutes often include curriculum rigidity, limited awareness of eTwinning, and time constraints among lecturers and students. Opportunities lie in the high motivation of student teachers eager to innovate and collaborate internationally. To overcome obstacles, I would propose pilot initiatives embedded within existing courses, provide tailored training sessions, and create partnerships between ITE institutes and experienced eTwinning schools for mentorship. Sharing success stories and encouraging reflection on project outcomes can build enthusiasm. If you have direct experience working with ITE, sharing your insights on student teacher engagement and overcoming institutional barriers can be invaluable to peers aiming to expand eTwinning in teacher education.

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Monica Iuliana ONICA, Spiru Haret National College, Romania 

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Monica Iuliana ONICA, Spiru Haret National College, Romania 

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In Romania, there are several Initial Teacher Education (ITE) institutions active in eTwinning, as well as others that could potentially be involved in the future. These include universities and pedagogical colleges that prepare future teachers for all educational levels.

eTwinning can make a significant contribution to their work by providing a platform for international collaboration, enhancing the digital and pedagogical skills of future teachers, and encouraging creativity and the exchange of best practices. It also offers students the chance to experience innovative teaching methods and develop teamwork and intercultural communication skills.

Challenges might include lack of time or interest in extracurricular activities, resistance to using new technologies, and technical difficulties. As an ambassador, I would tackle these challenges by organizing clear and practical introductory sessions, offering continuous support, and demonstrating the tangible benefits of eTwinning for future educators.

From my experience, involving student teachers in eTwinning projects gives them valuable hands-on learning opportunities and better prepares them for their teaching careers, even though they may initially face challenges related to organization or technology.

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I my counytry, Romania, there are several universities from Bucharest, Cluj-Napoca, Brașov who are active in eTwinning and promote their international collaboration from Erasmus+ projects in social- media.

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1.In Romania, the main initial teacher training (ITE) institutions are universities with faculties of pedagogy and educational sciences, including: Babeș-Bolyai University, Cluj-Napoca – Faculty of Psychology and Educational Sciences University of Bucharest – Faculty of Psychology and Educational Sciences "Alexandru Ioan Cuza" University, Iași – Faculty of Psychology and Educational Sciences University of Craiova – Faculty of Education and Socio-Human Sciences University of West, Timișoara – Faculty of Sociology and Psychology, specialization in Pedagogy "Transilvania" University, Brașov – Faculty of Letters and Arts (specializations in Education)etc

2.eTwinning can significantly contribute to the work of initial teacher education institutes (ITEs) by providing digital resources and training that develop students’ digital and pedagogical competences. The platform facilitates international collaboration, helping future teachers to develop their intercultural skills and learn innovative teaching methods. Participation in eTwinning projects offers the opportunity to put theoretical knowledge into practice, thus strengthening students’ practical training before entering a teaching career.

eTwinning also allows them to build European professional networks already during their studies, supporting continuous development and the exchange of good practices. Access to courses and certifications recognised through eTwinning improves the quality of initial training and alignment with European education standards.

As an eTwinning ambassador, I have initiated direct collaborations with students from such institutions. Since last year, 2 students have participated in the webinars I have organised.

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Last school year I had a student partner in an eTwinning project I founded. She was conducting her research for her undergraduate thesis on the implications that educational platforms, more specifically eTwinning projects, have on the development of teachers' digital skills. Together we designed the project, and she carried out all project activities and participated in all the project meetings just like a normal partner. She was not registered on the platform as part of ITE, but I invited her into the Twinspace as a Student Administrator, and she had roles within the project. She enjoyed the activities and is going to implement more eTwinning projects in her future teaching career (primary school teacher).

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Improvement is the key to success, that's why I believe that we must always learn from each other.

I am eager to give but also to receive information that will be useful to me and to those with whom I come in contact.

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1. to train teachers at high level for creating partnerships with universitities and imporve the level of new students

2. 2. promote international and national collaboration for applying for fonds foe euwropean projects and mobilities , also for exchanging experiences.

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I know some of my fellow Ambassadors are working and training in ITE. I am willing to find a way to collaborate and train future teachers because I think it is important to cooperate and contribute to their professional development in the eTwinning platform.

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Why Involve ITE Institutes in eTwinning?

1. They train future educators—making them ideal partners to embed international collaboration and digital pedagogy early on.

2. ITE can promote eTwinning as a tool for 21st-century teaching, project-based learning, and intercultural awareness.

3. Student teachers gain practical experience in collaborative, real-world contexts through eTwinning projects.

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Bringing eTwinning into ITE is a strategic investment in the next generation of teachers. With the right partnerships and targeted support, it can enrich teacher training, promote innovation, and help build a future-ready teaching workforce. As a methodologist at ISJ Cluj, I can introduce novice teachers to the eTwinning sphere.

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In my country, more and more vocational education and training (IVET) institutions are part of the eTwinning community, which I find extremely valuable. Students’ collaboration with colleagues from other countries develops their social, digital and intercultural skills. When I was a student, I didn’t have this opportunity, so I am sincerely glad that new generations can benefit from such experiences. I would like eTwinning to be consistently integrated into the curriculum, as it brings a significant addition to education and to everyone involved in the learning process.

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eTwinning projects are inherently engaging because they involve real-world collaboration and outcomes. ITE students may feel more motivated when they see the practical applications of their work and can interact with their peers across Europe. eTwinning allows ITE institutes to create lasting partnerships with other educational institutions, building an international network for future teachers. This can promote long-term collaboration and professional relationships. Here in Belgrade there is a Faculty of pedagogical sciences where they teach and train future primary class teachers. In ITE institutes, students may not be proficient in foreign languages, which can limit the effectiveness of cross-border projects or make participation in international projects feel intimidating. I would recommend embedding eTwinning projects into the formal curriculum. For instance, faculty could design courses where working on an eTwinning project is part of the required assignments, helping students balance their work while making the projects more relevant to their studies. Encourage students to engage in projects that are multilingual or work in teams where members speak different languages. This can be an excellent opportunity to practice language skills while building international connections.

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This school year's project is my first etwinning project involving an ITE school. For me it's a great opportunity for professional self-training, as I work with very competent people on various fronts. I also have the opportunity to improve my English.

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In Serbia, the integration of ITE institutions into eTwinning is still in its early stages, but progress is being made. As an ITE ambassador, I have already taken steps to promote eTwinning by presentation at a faculty and conducting a workshop with professors and students, organized with NSO. These activities were focused on introducing eTwinning to teacher educators an future teachers showcasing its potential to enhance teacher training through international collaboration and project-based learning.

Building on this foundation, I would continue to raise awareness by organizing additional workshops and webinars tailored to the needs of teacher trainers and student teachers. My goal is to establish partnerships between ITE institutions and schools, enabling future educators to participate in collaborative projects that develop their professional skills. Mentoring student teachers through eTwinning projects would help them gain hands-on experience with teamwork, digital tools, and global perspectives.

I would also work on creating pilot projects that connect ITE institutions with schools, both locally and internationally, to demonstrate the benefits of these collaborations. Sharing best practices from other countries and providing guidance to professors would further support the integration of eTwinning into teacher education programs.

To sustain interest, I would promote the outcomes of these projects through exhibitions and events, engaging the broader academic and educational community.

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In my country several ITE institutions are members of the eTwinning community. I think it is beneficial for the students to collaborate with their peers from other countries. This will help them develop their skills. when I was a student, we didn't have this opportunity to connect with our foreign peers and I am happy today's generations can do that. I would really like eTwinning to become an integral part of the curriculum since it can contribute to the educational system and all the participants in it.

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eTwinning can significantly benefit ITE institutes by providing future teachers with valuable international experience, digital tool usage, and innovative teaching methods. By engaging in eTwinning projects as part of their studies, ITE students can learn about the world, create interdisciplinary activities, and enhance their teaching skills. Additionally, eTwinning offers ITE students opportunities to connect with experienced educators, explore diverse teaching strategies, and access a wealth of resources for professional development.

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ITE and eTwinning have a lot of things in common. NSA eTwinning Spain is working on how to promote the link between eTwinning and ITE in different ways. One of them is throung University. They are creating new bonds and strategies in order to introduce eTwinning for ITE students. Little by little they discover it. Anyway, we have to keep on working on it. In my case, as a eTwinning ambassador I usually introduce ITE students on eTwinning platform.

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Several ITE (Initial Teacher Education) organisations are registered with ESEP/eTwinning. The Portuguese NSO and ambassadors are actively working to engage these groups in eTwinning activities. by promoting  "Initial Teacher Education Conference 2023" and providing support to participating Teacher Educators, such as reactivating and updating their ESEP profiles. On 16th  February 2024, a seminar was held in Porto to encourage Teacher Educators to join eTwinning, demonstrating how to effectively use the ESEP/eTwinning platform and involve Student Teachers in eTwinning projects.

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As an eTwinning ambassador, I know about several Initial Teacher Education (ITE) institutions in my country that want to get involved in eTwinning. This includes the University of Porto. I've been there as an eTwinning ambassador for a workshop, so I have firsthand experience with how eTwinning can help in teacher education.

eTwinning can really help ITE institutes by giving future teachers real experience in working with people from other countries, using digital tools, and trying out new teaching methods. If ITE students do eTwinning projects as part of their studies, they can learn about the world and get better at creating interesting activities that cover more than one subject. Also, eTwinning gives ITE students a chance to connect with experienced teachers, find out about different ways of teaching, and get lots of resources and chances to develop professionally.

To talk to ITE institutes in a good way, I'd suggest setting up sessions and workshops to show how eTwinning can help pre-service teachers and the teachers who guide them. It's also important to work with teachers to put eTwinning activities into the courses already being taught and to keep supporting students as they start on their eTwinning projects. Sharing stories of success and showing examples of good eTwinning projects can make it clear what the practical benefits are and get more people involved. By bringing eTwinning and ITE institutes closer together, we can help future teachers learn the skills and things they need to do well in an educational world that's connected and global.

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The University of Basilicata actively participates in the eTwinning for Future Teachers – Initial Teachers Education (ITE) initiative. This program aims to integrate the eTwinning platform into the initial teacher education curriculum. Here are some key points: Starting from the academic year 2020/2021, the University of Basilicata joined the ITE initiative. The university organized initial training seminars for tutors in the Primary Education Sciences course. These seminars took place in July 2021 at the Matera Campus. Actually my school has joined an eTwinning project called ITE: ONE HE@LTH…ONE NATURE 2030 The project is an ITE (Initial Teacher Education) project organized in collaboration with the universities UNICATT of Milan and UNIBAS of Matera, faculty of Primary Education and a Greek school siruated in Albanian. The topic of the project refers to the Civic Education curriculum, strictly connected to 2030 Agenda for Sustainable Development, particularly towards environment. The main aim is promoting a culture of care and respect of the world and its different sources. A training course of environmental, emotional and cultural exploration ( MAB) for developing the basic awareness of sustainability issues of the promotion of integral human well-being.

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Unfortunately, there is no teacher training institute (ITE) active in eTwinning in the sciences yet. However, I have some ideas about the contributions eTwinning can make to teacher education institutions.

First, I can create a list of PE institutions that could be involved in eTwinning:

1. State Universities Education Faculties

2. Private Universities Education Faculties

3. Educational Institutes affiliated with the Ministry of National Education

4. Private Teacher Training Institutions

eTwinning can contribute to such teacher education institutions in the following ways:

1. It gives teacher candidates the opportunity to interact with different cultures by increasing international collaborations.

2. It improves the foreign language skills of teacher candidates.

3. It helps teacher candidates acquire 21st century skills by supporting project-based learning methods.

4. It allows teacher candidates to experience student-centered, active learning methods.

5. It supports the professional development of teacher educators and enables them to acquire innovative pedagogical approaches.

On the other hand, when addressing eTwinning in ITEs, the following challenges may stand out:

1. Insufficient foreign language proficiency of teacher candidates

2. School administrations do not provide enough support for project-based learning

3. Teacher educators' limited experience with technology integration

4. The bureaucratic structures of universities make it difficult to participate in projects.

To overcome these challenges, the following opportunities can be considered:

1. Organizing language courses and exchange programs to improve the foreign language skills of teacher candidates

2. Developing policies that encourage school administrations' participation in projects

3. Increasing the participation of teacher educators in in-service training on technology and innovative pedagogies

4. Lobbying university senior administrations to support project-based learning

With all this, it is clear that in the current situation, more efforts and cooperation are needed to ensure the active participation of eTwinning in teacher education institutions in our country. However, given the opportunities that eTwinning can provide, establishing and developing these collaborations should be an important goal.

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This is still a field I din't engaged well until now. Can make any opinion for now.

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In my area, some 20km away, there is a Faculty of pedagogical sciences in Jagodina. They teach and train future primary class teachers. Their professor of English is in my contact list, thus I could contact them as an eTwinning ambassador and offer collaboration. It would be great for future teachers to try eTwinning project based-learning so they will be well prepared for their future jobs. On the other hand, as possible challenges I see their lack of experience. You have to be really skillful with your every day job to manage eTwinning projects successfully. And the other challenge would be the lack of reality. They have to simulate a situation in the classroom. That can never be as a real thing, but it is better to try and practice than do nothing. This kind of eTwinning practice would be just the beginning of their eTwinning adventure.

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As an eTwinning Ambassador, I aim to explore collaboration opportunities with Teacher Education Institutes (ITEs) to enrich teacher training programs. I will research potential ITE contacts known for innovation and technology integration. Crafting a proposal highlighting the benefits of eTwinning, I'll reach out to ITE representatives to initiate dialogue. Offering support and resources, I'll emphasize the mutual advantages of partnership. Through proactive engagement, I aim to foster relationships that benefit student teachers and the educational community.

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Maria Goreti Alves and Susana Rodrigues, Portugal

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Maria Goreti Alves and Susana Rodrigues, Portugal

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In Portugal there are several ITE organisations registered in ESEP/eTwinning. Some of them have both Teacher Educators and Students Teachers registered. However in most cases they are “Dormant”. As a working team, the Portuguese NSO and Ambassadors are trying to involve these organisations in eTwinning. We disseminated the  “Initial Teacher Education conference 2023” and gave support to the Teacher Educators who joined the conference (e.g. reactivating and updating their ESEP profile). A seminar was recently held in Porto (Portugal), to motivate Teacher Educators to join eTwinning and to explain how they can take the best out of the ESEP/eTwinning platform and involve Student Teachers in eTwinning projects.

You can know more about this in eTwinning – Um Desafio na Formação Inicial de Professores | eTwinning PT

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Melisa Husejnović, Bosnia and Herzegovina

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Melisa Husejnović, Bosnia and Herzegovina

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Approach ITE institutes by identifying key institutions, offering customized workshops, and demonstrating the benefits of eTwinning for pre-service teachers. Showcase global perspectives, collaborative learning, and professional development as contributions to ITE work. Anticipate challenges like resistance to change and lack of awareness, but highlight opportunities for modernizing teacher education. Share experiences, acknowledging difficulties faced and emphasizing the importance of ongoing support for successful integration.

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Bertille Pitois France

I share my class with a student teacher. I know he has some training about etwinning in INSPE ( French school for teacher). I also explained him the benefits of etwinning and showed him the plateform. The thing is the students teachers are very busy during their training and it is hard to convince them to take part into a project! If is our role to explain that it is a way to work differently and it doesn’t take so much time…

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I have had the opportunities to hold some webinars as Erasmus+ Ambassador for two Universities in Rome: Università Europea di Roma and Università Roma Tre. I have introduced future teachers to the eTwinning projects world and professional development possibilities on the eTwinning platform.

Working with ITE institutes was a learning journey. I think it's an honor to contribute to shaping future educators and witnessing their impact on the next generation. The collaborative spirit, supportive environment, and dedication to excellence make it a truly enriching experience.

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I was happy to collaborate with 2 Greek Universities the last 2 years and we tried to motivate the students to get involved in eTwinning by organising online seminars. One of the Universities, was very close to obtain a quality label for their project, but since it was their first time they lacked some of the criteria. This year I am supporting them to do a very dynamic come-back with new connections and Uni-collaborations!

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Unfortunately, I have no personal experience with initial teacher education (ITE).

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I have no experience in the context of Initial Teachers Education, because the University of Udine, Primary Education Sciences Course, did not join the interesting initiative.

As ambassadors years ago we just held an information meeting, which was also attended by the famous prof.

Rivoltella. That's all.

Newly Hired Teachers usually participate in the courses or webinars managed by our Regional School Office, but these are already teachers in their first year of service.

I think the fact of not having joined the ITE project was a missed opportunity, but I am sure that our University will have other ways to adequately prepare future teachers for the educational challenges in the 21st century.

However, in our school we always gladly welcome students of Primary Education Sciences, who work alongside the teachers in the classroom

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My school does not work with any ITE but I was asked by our NSO to take part in a seminar that gathered all the heads of University departments training future teachers. 4 of us ambassadors took part and we each focused on one aspect of how to integrate eTwinning into the pedagogical training. My focus was on the idea of students as protagonists and why, with examples from my own work. We got questions and tried to answer them best we could together with our NSO representatives. However, the heads of departments never contacted any of us, so it did feel like a bit of a let down.

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In my school we have partnerships with Universities but not yet for Erasmus/Etwinning projects. This have been discussed in last meeting to initiate ITE trainning and university=ies involving in Etwinning too.

We remained to start -up a small projects with them in researching the analysis on food for VET schools.

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ITE institutes are very important for future young teachers. As an ambassador, I have not yet experienced a collaboration with them, but I would like this.

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I initiate a partnership with our local University in order to have meeting with student-teachers during the preparation training in pedagogy. I will present etwinning/ESEC platform, I will emphasize the beneficial for their personal development, for pupils education and for school in which they will be part. These presentation will be done in accord with a schedule achieved with their university class.

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I worked in the last 20 years as a tutor for future kindergarten teacher and primary teacher in the Pedagogical High School. I promoted eTwinning and worked with my students in different projects. I collaborate with NSO and I hope to collaborate with university from my city.

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eTwinning Ambassadors together with ONA provide initial teacher training institutions with training, technical support and assistance in connecting institutions with students from other countries.

eTwinning ambassadors collaborate with both trainers and future teachers in eTwinning groups, offer different models, examples of initial training activities, presentation gallery and partner search forum.

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I haven't collaborated so far with ITE but I think it's a good idea to inform and train future teachers regarding eTwinning platform because eTwinning contributes to our professional development and we become life long learners as eTwinning platform-ESEP is rich and we can learn in a practical way.Unfortunatelly eTwinning is not very well recognized by our Ministry of Education. ( it should offer us credits/points as rewards ).

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I can collaborate with ITE from my country, with NSO, with young students (maybe with the ones who was in the eTwinning projects in the past years). I could ask teachers from University if they are interested in eTwinning for teaching.

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In my country last year some teachers who were teaching but who were continuing their studies at the university won a national eTwinning award. They were informed/ guided by experienced eTwinning ambassadors to carry out projects.

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My role as ambassador is to help the others. It is important to cooperate with NSO, students, University

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My experience in ITE .

I worked as tutor for new primary teachers at the University of Turin for two years. During this experience I promoted eTwinning a lot. I created also an eTwinnign course for students that were at the fifht school years. I was enthisiastic of this experience and I ideated a opportunity to find Formative Credits if they took part in an eTwinning project during their intership . The result of my experience are in a pubblication that I upload here at the page 81.

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Most European Initial Teacher Education systems share common objectives aimed at preparing educators for effective and reflective teaching. Integrating eTwinning into the curriculum of future teachers enhances their potential by supporting the development of transversal competences, reinforcing digital and communication skills, and helping them become better teachers within a broader and richer community of practice. The eTwinning Initial Teacher Education (ite) Initiative has experienced significant growth at the European level over the past ten years, starting with its pilot phase in 2012. Thanks to the long experience and enthusiastic participation of many ite Institutions, Italy ranks today among the most active countries in the eTwinning initiative aimed at future teachers. The number of universities and the quality of their involvement have grown constantly over the years, showing how deeply rooted the initiative has become and making it particularly interesting and relevant to investigate its dynamics and results in Italy with an impact study and a comparative analysis. It is within this context that in 2021 the Italian National Support Organization (nso) has started a new collaboration with indire Research and the University of Florence, that led to this publication. In order to give a complete picture of the eTwinning ite Initiative, this publication includes a short contribution by all active universities in Italy, a general overview at European level and five case studies from France, Ireland, Poland, Spain and Türkiye.

Most European Initial Teacher Education systems share common objectives aimed at preparing educators for effective and reflective teaching. Integrating eTwinning into the curriculum of future teachers enhances their potential by supporting the development of transversal competences, reinforcing digital and communication skills, and helping them become better teachers within a broader and richer community of practice. The eTwinning Initial Teacher Education (ite) Initiative has experienced significant growth at the [...]

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Empowering Future Teachers for a sustainable intercultural and inclusive education - Carocci editore

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Most European Initial Teacher Education systems share common objectives aimed at preparing educators for effective and reflective teaching. Integrating eTwinning into the curriculum of future teachers enhances their potential by... Read more "

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I have no experience as an eTwinning ambassador in ITE.

Our NSO cooperates with universities and is implementing etwinning training for future teachers at Slovak universities. I will be cooperative with university in Ružomberok in year 2024.

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Since I am a kindergarten teacher, I do not have the necessary education to be able to lecture at a university. However, I know that the Slovak NSO has and is implementing e-twinning training for future teachers at Slovak universities.

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As I am a new Ambassador I haven any prictice with ITE but I am planning to make a meeting with ST and ITE staff. I think the dutes are the same as with VET,ECEC . My role as an Ambassador is to help and guide the new eTwinners.

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eTwinning is an unstoppable educational platform that is developed every day. As I know ITE and VET are very new in eTwinning Azerbaijan. I haven't had any experience with such eTwinner teachers but hope to have a chance to work in future.

It will be a great chance to increase an eTwinning working process and gain new technology innovation and IT skills for Student Teacher in eTwinning...

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I have no experience regarding ITE , but I think the Universities where the teachers to be study should have courses in collaboration with eTwinning ambassadors in order to help them use Ttwinning projects as part of their teaching.

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In our city there is an ITE Institute but we have never collaborated on this topic. I think it's a good idea to contact it.

On the other hand, ITE students regularly do come to our school to do internships. I think it will be a great idea to work with them, at least in the basics.

First of all, they will develop digital skills and improve their foreign languages.

Secondly, they will also develop their skills to work in international teams with all the cultural richness that this entails.

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I don't have experience to approach ITE institutes as an eTwinning ambassador. My role as an eTwinning Ambassador in ITEs is vital ( I suppose)in promoting professional development opportunities for teachers and improving the quality of education. By actively supporting and guiding educators, I can help them benefit from ITEs and, in turn, enhance the educational experiences of students in my region.

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Azerbaijan together with other 5 countries joined the eTwinning Plus project in 2013. The grant project has the following advantages for the education system of the Azerbaijan Republic:

Students have opportunities to get acquainted with the traditions, living styles, and culture of partnering countries by communicating with foreign students in the existing eTwinning network;

Teachers gain methods of learning new skills and knowledge without leaving the schools;

Teachers have opportunities to participate in international training and courses on their professional development;

Teachers participate in international courses on the evaluation of students;

Teachers and students get experience in the use of media and internet resources

Teachers and students get different international certificates and awards.

Overall, more than 200 schools joined eTwinning in Azerbaijan. There are more than 600 projects realized by more than 550 Azerbaijan teachers in the eTwinning portal. For joining the project you can use the application forms for school and teacher on the home page of this website. The Bureau on ICT for Education is responsible for registering the schools in Azerbaijan.

The National Support Service of Azerbaijan provides constant support for the development of teachers and conducts trainings, webinars, contact seminars, and National conferences.
The site of the National Support Service of Azerbaijan https://etwinningplus.edu.az/

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Within "eTwinning" program, the projects implemented in the 2022-2023 school year have been evaluated.

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I do not have experience to approach ITE institutes as an eTwinning ambassador. In Spain, eTwinning has developed an initiative with Initial Teacher Training institutions (universities in whose Faculty of Education the Degree in Early Childhood Education, Degree in Primary Education or Master in Secondary Education is taught; Initial Teacher Education (ITE) institutions, in English ) with the aim of making eTwinning known to its students, future teachers and secondary school teachers.
The inclusion of eTwinning in initial teacher training provides:
• The discovery and application of multidisciplinary work and project-based teaching
• Improving digital competence and linguistic competence
• A European/international intercultural experience
• The development of professional skills of the teacher (project management, definition of objectives, planning, teamwork)
• Reflection on professional practice, as it is shared with teachers from other European educational systems.
The SNA offers you training and technical support. In addition, it has two prominent thematic groups, specific for university teaching staff, which have information on how to participate, use models, examples of activities, a gallery of projects, a forum to find partners, links, other documents of interest, etc.
European group: eTwinning for Future Teachers (in English) https://groups.etwinning.net/30442
Spanish group: eTwinning and initial teacher training (ITE) https://groups.etwinning.net/159328/home

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I have no personal experience with the initial training of teachers (ITE), but I know that some fellow ambassadors have experience in the initial training of students. Unfortunately, the ambassadors from Romania do not have collaborative relationships with universities or high schools with a pedagogical profile

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As an Ambassador, I have experienced Initial Teacher Education in collaboration with the University of Verona, Italy. I made an online seminar to introduce eTwinning to future teachers, starting from EU login to setting up a project. In this webinar, I pointed out the pedagogical issues of project-based learning and asked university students to reflect on aspects such as cooperation, evaluation and dissemination. Moreover, I asked participants to explore the sections of the ESEP platform to get familiar with the opportunities it offers. Students were assigned several tasks to fulfill in small groups through Zoom breakout rooms. I wish I can continue this collaboration with ITE thanks to the Italian NSO programme. I posted here the presentation I made for my ITE webinar.

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I heard that there are more and more Universities of Aplied sciences for education ask for eTwinning webinars as part of their courses, especially for language teachers.
I think it is a very good development, for these students are the teachers of tomorrow.

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I have not experience with ITE but I know that my academy has started to implement training course in one of them. Some other Ambassadors had trainings there, in INSPE of Lille. I discovered with the course that there two different steps for the students and I think that it is very interesting that student teacher can work together to implement project on their own during their training courses.

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I am proud of the work of our institute "Higher Institute of Applied Studies in Human Sciences, Zaghouan". At the moment we have only one institute registered for 2 or 3 years and which has participated in several international eTwinning projects with other European institutes especially from Italy and Germany (students and teachers) supervised and accompanied by the national eTwinning ambassador Najoua Slatnia The institute was among 12 finalists for the 2022 award. He received an award and recognition in Tunisia.

“Institut supérieur des études appliquées en sciences humaines, Zaghouan” is one of the 12 shortlisted institutions for the eTwinning for future teachers – Initial Teacher Education European Award 2022!

As eTwinning Ambassador  I can help future teachers to develop their educational practices and methods, to learn digital tools and teaching methods that are useful in their future classes.
It is an opportunity to help them enrich their experiences and be ready to adapt to modern education.
I can do several trainings, workshops to train future teachers, on the eTwinning platform, on tools, methodologies ... etc.

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I have opportunity to contact with two high schools. It is not easy to explain why it is useful for students participate in eTwinning. IT IS A NEW WAY OF PREPARATION students for teaching. It is possibility to strengthening digital competence through project activities.
Here with eTwinning every student can find more practice and more variety, changing to more modern learning methods.

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Welcoming eTwinning introductory trainings can be done. knowing eTwinning in the profession will contribute positively to the teaching experience of the students.

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As an eTwinning ambassador, we must involve initial teachers in the eTwinning program. by

* training sessions for initial teachers to introduce them to the eTwinning program and its benefits.
*  provide  the necessary support and guidance to help initial teacher get started.
* Share success stories of other initial teachers  to inspire and motivate others.
* Collaborate with schools with high number of initial teachers.

* Promote eTwinning at conferences and events by initial teachers, highlighting its benefits and encouraging them to get involved.

By involving initial teachers in the eTwinning program, they will have access to a range of resources and opportunities that will help them develop their skills as educators while also providing their students with unique learning experiences through international collaboration.

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I'm so proud of the experience of  The Higher Institute of Applied Studies in Human Sciences, Zaghouan, Tunisia with eTwinnig. It is an active ITE in eTwinning in Tunisia.

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I have no experience with ITE, but I know how is important to have  support, training and tutoring at the beginning of the school career. e-Twinning offer to the future teachers  a great variety of tools, materials, contacts in order to develop the own professional background.  The initial training is fundamental for every teacher. Thank you to e-Twinng they can develop foreign languages, new methodological and innovative approaches, digital skills and the Ambassador could use his/her mentoring skills to involve teachers. First of all in necessary to explain how the ESEP platform work, eTwinning area (Twinspace, networking...). The Ambassador can collaborate with University or others Organizations involved in the future teacher education.

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As an eTwinning ambassador, one of the key roles is to involve initial teachers in the eTwinning program. This can be done in several ways:

1. Organize training sessions: As an ambassador, you can organize training sessions for initial teachers to introduce them to the eTwinning program and its benefits. These sessions can be conducted online or in-person, depending on the availability of resources.

2. Provide support: Initial teachers may need support in setting up their eTwinning projects and navigating the platform. As an ambassador, you can provide them with the necessary support and guidance to help them get started.

3. Share success stories: Sharing success stories of other initial teachers who have participated in eTwinning projects can be a great way to inspire and motivate others to get involved.

4. Collaborate with schools: Collaborating with schools that have a high number of initial teachers can be an effective way to reach out to this group and encourage them to participate in eTwinning projects.

5. Promote eTwinning at conferences and events: As an ambassador, you can promote eTwinning at conferences and events attended by initial teachers, highlighting its benefits and encouraging them to get involved.

By involving initial teachers in the eTwinning program, they will have access to a range of resources and opportunities that will help them develop their skills as educators while also providing their students with unique learning experiences through international collaboration.

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MY ROLE AS AN AMBASSADOR ITE

ITE institutes  are  really important  for the training of the young  future teachers. I think etwinning is a fundamental approach, thanks to its flexibility, sustainability  inclusive, and  innovative features.  An ambassador can work with the future teachers by integrating etwinning projects  in the curriculum.
There are different challeges to be considered  such as:

consuming aspect of the project based activities

the lack of interest and motivation in the internationalization of the teaching process.

checking resources for teachers

providing advice to school leaders and governors

making  data accessible for students

helping to forge links between local administration and schools

highlighting the important role of experts in engaging educators with different initiatives

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We had both online and face-to face seminars with initial teachers with the cooperation of their lecturers.

My presantation in 2022 for initial teachers
https://www.canva.com/design/DAE-esmkNZg/9z3o1SrHFeeITiWX5j9xPg/view?utm_content=DAE-esmkNZg&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

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ambassador is a person who works for an organization to represent and promote its brand image to help grow brand awarenessand they use social media, community events and networking to promote it. They also increase knowledge and interest in an organization's products or services.

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I don't have any experiences about ITE.

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Well, I don't have any experience of Initial Teacher Education as an eTwinning ambassador.
This could be a challenge to integrate  eTwinning in student teachers training.
I teach in a priority education network (REP) and every year, one or two new teachers are assigned to my school. It's a good way to talk to them about eTwinning...for the first time in general. Especially in primary school.
On the website CANOPE, all the teachers can find several formations online or on-site training all over the country. You can choose the date and the theme, it depends on your project.

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As an ambassador I could create a group with future teachers to do mentoring activities with them. There is a pedagogical college near me and I could collaborate with this institution. The schools also fill out a database of the professions our students take up, so I could work with former students who have chosen to become teachers.

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I have no experience as an eTwinning ambassador in ITE. Our NSO cooperates with universities.
In Slovakia, we have university faculties that have accredited programs for teachers and are dedicated to train future teachers.

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I think it is a good idea to involve future teachers in eTwinning. ITE students can learn new methods, collaborate with other teachers, and they can develop their foreign language skills. eTwinning offers opportunities for ITE students to engage in professional development activities and gain new skills and competencies. Collaboration ITE students with teachers from other countries can provide access to new ideas and best practices that can be applied in thair future work.

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ITE is in eTwinning Greeks' community
https://www.etwinning.gr/actions/ite

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Aπό το 2012 το eTwinning εφάρμοσε ευρωπαϊκά πιλοτικά σχέδια για τη συγκέντρωση εκπαιδευτικών Πανεπιστημιακών Ιδρυμάτων από διάφορες ευρωπαϊκές χώρες με σκοπό να συμπεριλάβουν το eTwinning στην αρχική κατάρτιση των εκπαιδευτικών. Μπορείτε να δείτε εδώ το σχετικό βίντεο: https://youtu.be/PIUl7zjs6IE

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Η συμβολή του eTwinning στην αρχική κατάρτιση των εκπαιδευτικών, παρέχει:

* ανακάλυψη και εφαρμογή της μεθόδου project (project-based learning method)
* ανάπτυξη δεξιοτήτων ΤΠΕ και γλωσσικών δεξιοτήτων
* ευρωπαϊκή, διεθνή και διαπολιτισμική εμπειρία
* ανάπτυξη επαγγελματικών δεξιοτήτων (διαχείριση έργου, στοχοθεσία, προγραμματισμός, ομαδική εργασία)
* ανταλλαγές πρακτικών με εκπαιδευτικούς από άλλα εκπαιδευτικά συστήματα
* ένα δωρεάν συνεργατικό περιβάλλον για την υλοποίηση συνεργατικών έργων (projects) κατά την εκπαίδευση των φοιτητών
* ένα χρήσιμο εργαλείο προς αξιοποίηση κατά την πρακτική άσκηση των φοιτητών/ριών του Τμήματος σας σε σχολική τάξη

Τα μοντέλα που προτείνει ο Εθνικός Οργανισμός Υποστήριξης της δράσης eTwinning, για την εισαγωγή του eTwinning διαφέρουν ανάλογα με τη χώρα και τον θεσμό και περιλαμβάνουν δύο κύριες δραστηριότητες:

* Η πρώτη δραστηριότητα είναι η συμπερίληψη της ενότητας "Εισαγωγή στο eTwinning" στο πρόγραμμα σπουδών του Εκπαιδευτικού Ιδρύματος για τους φοιτητές του
* Η δεύτερη δραστηριότητα αφορά στη δημιουργία μικρών, συνεργατικών έργων eTwinning μεταξύ των καθηγητών του τμήματος και / ή μεταξύ των φοιτητών/τριών (σε τοπικό, εθνικό, διεθνές επίπεδο) ή μικρών έργων eTwinning με μαθητές/τριες των σχολείων, όπου οι καταρτιζόμενοι μπορούν να κάνουν πρακτική άσκηση.
* Τα δύο παραπάνω σε συνδυασμό θεωρίας /εργαστηρίου

Ο Εθνικός Οργανισμός Υποστήριξης της δράσης eTwinning προσφέρει στα Πανεπιστημιακά Ιδρύματα εκπαιδευτική και τεχνική στήριξη και βοήθεια για τη διασύνδεσή τους με το εκπαιδευτικό προσωπικό και τους φοιτητές/τριες Πανεπιστημιακών Ιδρυμάτων άλλων χωρών. Η υποστήριξη αυτή περιλαμβάνει, μεταξύ άλλων, σειρά τηλεκπαιδεύσεων/δια ζώσης επιμορφώσεων από Πρεσβευτές eTwinning ITE ( https://www.etwinning.gr/news/webinarsite ). Κάθε καθηγητής Πανεπιστημιακού Τμήματος υποστηρίζεται από Ομάδα Υποστήριξης που συστήνει ο ΕΟΥ με σκοπό να αναλάβει την υποστήριξη του ίδιου/ιδιας και των φοιτητών του/της τμήματός ξεκινώντας με τον ορισμό ενημερωτικής συνάντησης και αποσαφήνισης των διαδικασιών. Η Ομάδα Υποστήριξης αποτελείται από μέλη του ΕΟΥ και Πρεσβευτές ΙΤΕ. Σ ε περίπτωση που ενδιαφέρεστε να συμμετέχετε στη δράση eTwinning για τα πανεπιστήμια, συμπληρώστε τη φόρμα https://forms.gle/BQW5p4yjqBRkGoAd7 ή/και επικοινωνήστε με την Ομάδα Υποστήριξης ( Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε. ). >

Από το 2018 έχουν συμμετάσχει στη δράση όλα σχεδόν τα πανεπιστήμια με παιδαγωγική κατεύθυνσης τμήματα όπως το Πανεπιστήμιο Μακεδονίας, το Πανεπιστήμιο Θεσσαλίας, το Δημοκρίτειο Πανεπιστήμιο Θράκης, το Πανεπιστήμιο Πελοποννήσου, το Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών, το Πανεπιστήμιο Κρήτης, το Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, το Πανεπιστήμιο Πατρών και το Πανεπιστήμιο Ιωαννίνων.

Eπισκεφθείτε το https://www.etwinning.gr/news/webinarsite για να δηλώσετε συμμετοχή στα προγραμματισμένα webinars ITE.

Eπισκεφθείτε την πλατφόρμα European School Education Platform και τη σελίδα για τη δράση eTwinning για τα Πανεπιστήμια στο https://school-education.ec.europa.eu/el/about/initial-teacher-education-page

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Δράση για τα Πανεπιστήμια

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Aπό το 2012 το eTwinning εφάρμοσε ευρωπαϊκά πιλοτικά σχέδια για τη συγκέντρωση εκπαιδευτικών Πανεπιστημιακών Ιδρυμάτων από διάφορες ευρωπαϊκές χώρες με σκοπό να συμπεριλάβουν το eTwinning στην αρχική κατάρτιση των εκπαιδευτικών.

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According to what I found on eTwinning.fr, ambassadors from Amiens and Corse are part of the ITE. It means in my region no ambassadors seem to be involved.

Reading about ITE tells me it would suit my future goals as an eTwinning ambassador. I have started training teachers who have been teaching for a few years but it never occurred to me I could do it with student teachers. I thought it was only done by specific trainers.

I checked on ESEP in the networking area and I found one INSPE in Brittany in the region  where I live and Canopé in my local area.

eTwinning can obviously help to learn how to create project-based activities. The challenges can be related to the national syllabus. Student teachers can feel overwhelmed by the overall work they have to provide. In order to reassure new teachers, they have to start with extremely short and easy projects. Otherwise, they will not feel like they can reach their goal.

They will have practical questions like how can I teach the basic skills my pupils will have to learn.

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eTwinning involves initial teacher education (ITE) as a strategy to expand its reach and engage future teachers. A growing number of examples demonstrate that introducing eTwinning into the education of student teachers is very valuable to them and their institutions.

During this school year I am supporting young teachers through an eTwinning project that I founded, Have Fun With English.
I presented the features of the eTwinning programme, the new platform and showed my past projects. I involved them in the realisation of some collaborative activities with the students involved in the project, I let her join  the project chat in order to monitor the progress of the activities. As an ambassador, I showed all the opportunities that the platform ESEP offers to teachers, such as planning, exchanging and sharing good teaching learning practices and training activities. Finally, I showed the prizes and awards that each project, teacher and student can receive at the end of the process.

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The Italian NSO promotes eTwinning for Future Teachers. I posted here the link of the L'Aquila University, which operates in my region.
To introduce eTwinning in initial teacher education, there are two main activities that can be applied:

- "a short introduction to eTwinning in the
Initial Teacher Education (ITE) curriculum"
- "introducing a short collaborative project with student teachers in another initial teacher education institution"

Our group of ambassadors has already started a training cycle for future teachers. In this way we are performing the first activity. Our second goal is to create a short project with students to allow them to concretely experience the benefits of innovative and interactive teaching.
Personally, I propose to motivate future teachers, to support them especially in this first period, also because we ambassadors are their only interlocutors on eTwinning, obviously besides their fellow students. I would like to continue collaborating with them even when they become teachers, so that we can share projects

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Initial Teachers Education (ITE): eTwinning nella formazione dei futuri docenti L

'Unità nazionale eTwinning Indire aderisce dal 2012 all'iniziativa europea "eTwinning for Future Teachers - Initial Teachers Education (ITE)" che vede il coinvolgimento di oltre 50 Istituti /Università europei per introdurre eTwinning nella Formazione Iniziale dei docenti.
La Facoltà di Scienze della Formazione Primaria, Università degli Studi dell'Aquila, offre ai propri studenti la possibilità di partecipare alla Formazione eTwinning per futuri docenti in forma di tirocinio indiretto, gestito dai tutor, di progetto con l'University of Applied Science di Amsterdam e di eventi formativi organizzati dagli Ambasciatori eTwinning Abruzzo e da eTwinning Italia che fa parte di INDIRE (Istituto Nazionale di Documentazione e Innovazione per la ricerca educativa afferente al MIUR).
L'eTwinning è un progetto di partenariato fra le scuole dei paesi europei e permette di aderire alla piattaforma per poter prendere visione e in futuro condividere progetti di gemellaggio con i docenti delle istituzioni scolastiche europee.
Per le sue caratteristiche di flessibilità, sostenibilità e apertura all'innovazione e al confronto nazionale e internazionale, eTwinning risulta particolarmente indicato per la formazione dei futuri insegnanti, che sempre più saranno chiamati a utilizzare le TIC nella didattica quotidiana, a supportare la comunicazione e l'apprendimento in lingua straniera, a lavorare per progetti coinvolgendo gli allievi in maniera attiva e sviluppando percorsi personalizzati di apprendimento che favoriscano lo sviluppo delle competenze chiave.
L'obiettivo della sperimentazione è quello di far diventare eTwinning un veicolo per introdurre in maniera semplice e naturale un modo diverso di fare scuola, attraverso l'uso regolare delle nuove tecnologie, la comunicazione in lingua straniera e l'apprendimento in contesto multiculturale.

Le attività

1 - Inserimento moduli eTwinning nel percorso di formazione iniziale

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Initial Teachers Education (ITE): eTwinning nella formazione dei futuri docenti L 'Unità nazionale eTwinning Indire aderisce dal 2012 all'iniziativa europea "eTwinning for Future Teachers - Initial Teachers Education (ITE)" che vede il coinvolgimento di oltre 50 Istituti /Università europei per introdurre eTwinning nella Formazione Iniziale dei docenti.La Facoltà di Scienze

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eTwinning can contribute to work in Initial Teacher Education and reflect on what challenges and what opportunities new learning strategies can give to future teachers.
eTwinning can participate initially only as "observers" and then start with the inclusion of a simple informative lesson on eTwinning and the distribution of in-depth materials. Only later, can the process be continued by integrating one or more eTwinning modules into the training path of future teachers and possibly by participating in a collaborative project between institutes from different countries.

I would like to face the challenge of training young teachers in the innovative teaching of eTwinning, offering them my experience, codified in short and accessible modules that gradually become more complex and creative.

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etwinng in ITE is in Greece a priority as well. Great opportunities for student teachers to learn all about the action before they actually get in class.

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To approach ITE institutes as an eTwinning ambassador, it is important to highlight how eTwinning can complement and enhance their existing teacher education programs.
First of all I reached out to ITE institutes in my city and reach out to them directly via  phone. Explained who I am , what eTwinning is, and how it can benefit their programs. I offered them  further information and supported them  as needed. I provided training and support to our  ITE institutes that are interested in integrating eTwinning into their programs by giving workshops, webinars, and one-on-one coaching. I prepared a clear and concise presentation that highlights the benefits of eTwinning for ITE institutes and their pre-service teachers. Now, Düzce University is really good at in eTwinning Society. They have European Quality Label.

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When I was in ITE, we didn't have eTwinning in Serbia, but I think it can be very useful, just like in VET. As an ambassador I can do tasks given to me by our NSOs.

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The Italian NSO takes part in “eTwinning for Future Teachers – Initial Teachers Education (ITE)”. At present there are 24 Italian Universities involved in the project.

As an Ambassador I would offer free training to ITE’s students and hosting institutions about the learning opportunities of the ESEP platform and the interactive tools of the Twinspace. I would support institutions in undertaking the Memorandum of Understanding (MoU). I would organize workshops for ITE’s students and teachers for networking and creating an eTwinning project. I would hold periodic meetings to support the implementation of the new eTwinning project, fostering the creation of common products, dissemination and documentation. I would keep in touch with ITE’s students also after becoming teachers, adding them as group members on eTwinning for further Community building purposes.

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I have no experience as an etwinning ambassador in ITE. In my opinion it will be a great transmit our experience to future teachers with examples that they could use and improve in their future jobs. eTwinning is very important for all levels of education system to involve students in Europe culture.

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In Turkey, we have cooperation protocols with Education faculties. Traineeships of candidate teachers are carried out in our schools. For trainee teachers, eTwinning trainings are also given by experienced teachers in schools. Especially the academicians at Yıldız Technical University Faculty of Education provided many online and face-to-face trainings for teachers and students in our city. As an ambassador, we invite academics from education faculties to our eTwinning Province-wide trainings and Project events.