Strongly recommended! :)

Also, Erasmus+ courses at school -invitation to an expert- is a very good idea to create bonds among teachers and start to form a learning community of teachers at school level

(Athanasia Zafeiropoulou)

Also Erasmus courses are very beneficial to boaden our horizon. I am MIE Expert from 2019 and this courses give me so much pleasure and knowledge in the digital world.

Moreover I would like to outline eTwinning PD workshops and online courses, which gives me so much satisfaction and confidence after gaining experience and knowledge.

But there are some problems about time. We as busy teachers always struggle with time. The courses are really interesting, interactive but also time consumming.

I would like to see more courses in more than one language, and so, more people would enrol in these, and we would learn from each other and share more experiences and knowledge. 

Erasmus+ supports teaching assignments at schools abroad for professionals involved in pre-primary, primary and secondary school education. Through teaching abroad, you can gain broader a perspective on education, exchange knowledge with your colleagues in another country and pick up good practices in education.

We are a relatively small school, but we often have training courses and conferences all colleagues together. I am an eTwinning newcomer, but I am very motivated and was able to immediately inspire a colleague to become an eTwinner too. I will explain the eTwinning world to my other colleagues and offer my help. I like browsing the EU portal, discovering new events (where our school can take part, such as Day of European Authors). I'm trying out the MOOC and will be sharing my knowledge and my experience with it at our school, hopefully as a kind of multiplier. At least that's the plan :)

Apart from this, we can learn from each other through group projects during various courses(national/international) or educative projects.

Joining MOOCs that bring together people from all parts of the world offers a transformative learning experience characterized by cultural exchange, global networking, broadened perspectives, language acquisition, access to diverse expertise, enhanced collaboration, and a heightened sense of global awareness and social responsibility. These vantages not only enrich individual learning journeys but also contribute to building a more interconnected and inclusive global community.

MOOC provide free and open acces to professional development opportunities from across the world. Also MOOC can help teachers to improve English language skills.

It´s also a great opportunity to be in contact with another language, to share your knowledge and opinions with other teachers, additionally this can lead to start a colaboration in projects

It´s a powerful tool that is broadening our horizons.

MOOCs provide accessible and flexible opportunities for individuals to engage in high-quality learning experiences from top institutions and experts worldwide.

Mentoring: I have the experience in mentoring new ambassadors during their online course, it was a rich experience, we exchange several thoughts with my mentees, i shared with them how they mange their time and doing some reflections on their work, and gave them feedback on their work, we did several online meetings through MS teams and create What's APP group for communication.

Instructional couching: i apply Facilitative couching a lot in several workshops for teachers in my area so teacher know what to do and I facilitate the process to them, i used several digital tools like Padlet to discuss some ideas, to post some tasks, google form to assess.

common planning: I used to perform common planning with my colleagues for the same class, we meet and discuss our common goals, then but on the same plan our common steps, we plan how to assess our common goals, and reflect on our whole work, we used google forms, on-site meeting, google docs.

colleuges

I believe that by harnessing the potential of MOOCs, school-based learning communities can create rich and collaborative professional development experiences for educators that ultimately benefit both educators and students. As the head of the school, I think that after completing this course, I will share the knowledge gained with both my colleagues and students.

Beside eTwinning I can't find any example of profesional collaboration.

Technology can enhance and streamline collaborative supervision of teaching activity by facilitating communication, providing data and feedback, and fostering a community of practice.

In our school, we use a shared document platform (Google Drive) and an instant messaging app (WhatsApp).

1. Team meetings: I have participated in regular team meetings where we discuss project progress, distribute tasks, and brainstorm ideas. Relevant technology that could be used in this approach includes collaboration tools like Microsoft Teams or Slack for messaging and file sharing, as well as project management tools like Trello or Asana to track tasks and deadlines.

2. Co-authoring documents: I have collaborated with colleagues on writing reports and papers by using Google Docs or Microsoft Word's co-authoring features. These tools allow multiple people to work on a document simultaneously, track changes, and leave comments for feedback.

3. Virtual workshops: I have attended virtual workshops where participants from different locations come together to learn and collaborate on a specific topic. Video conferencing platforms like Zoom or Skype can be used to facilitate these workshops, allowing for real-time interaction, screen sharing, and breakout rooms for group discussions.

In all of these experiences, technology played a crucial role in enabling effective communication, sharing of resources, and coordination of tasks. By utilizing the right tools and platforms, professional collaboration can be enhanced and streamlined, leading to greater efficiency and productivity in the workplace.

MOOCs are great for exchange of different ideas and good practices. The most useful part of every MOOC (for me) is peer reviewing. It is a great way to learn new things and get many different perspectives.

Fortunately I teach in an e-twinning school!

• Professional learning communities - I´ve participated various MOOC that were very usefull and contributed to broaden my perspectives on teaching and learning; technology is key in these courses; my esxperience with MOOC was also very usefull when designing lessons during COVID lockdown. Another example was a presencial course with other STEM teachers from my school, where we were challenged to design new classes using online simulators, VR glasses and other tecnhology; it was a very pleasant and rich moment of charing and learning;

• Common planning time - during COVID me and another collegue that teached the some grades used Google toolkit to meet online and plan syncronous and assyncronous lessons; these planning time was considered so usefull for both of us that we continued with it till now, using Google tools to allow us to work online;

• Classroom-based action research - I try to do it, especially when I see that the results I seek are not the ones that I´m getting; Tecnhlogys like Google Forms, Kahoot, Quizziz, Wordwall, Rubrics and Comments in Google Classroom, allow me to obtain data to make formative assessment and also give feedback to the students, promoting my own reflection and redesign of the lesson plan;

• mentoring - while I did the internship, the mentoring was provided by my advisor and played a very important role in the beginning of my career; afterwards some teachers that crossed my life also served me as mentors, giving me important opinions about my work allowing me to grow; technology (Whatsapp, Google Meet, Microsoft Team, Google Drive, etc) facilitate comunication and sharing of documents with some of these people, that are far away.

1. Flipped Classroom Approach: Experience: As an educator, I've implemented the flipped classroom approach by creating video lectures or instructional materials for students to review outside of class, allowing for more interactive and engaging activities during class time. Relevant Technology: Video creation and hosting platforms like YouTube or Vimeo can be used to create and share instructional videos. Learning management systems (LMS) such as Moodle or Canvas facilitate organizing and distributing pre-class materials. Additionally, interactive multimedia tools like Edpuzzle allow for embedding quizzes and questions within videos to assess student understanding.

2. Project-Based Learning (PBL): Experience: I've facilitated project-based learning experiences where students collaborate to solve real-world problems or address authentic challenges, applying their knowledge and skills in meaningful contexts. Relevant Technology: Collaboration tools such as Google Workspace (formerly G Suite) or Microsoft Teams enable students to collaborate remotely on projects, share documents, and communicate effectively. Digital project management platforms like Trello or Asana can help students organize tasks, set deadlines, and track progress. Presentation tools like Canva or Adobe Spark empower students to create visually appealing project presentations or reports.

3. Gamification: Experience: I've incorporated gamification elements into lessons to increase engagement and motivation, such as using point systems, badges, or leaderboards to incentivize participation and achievement. Relevant Technology: Gamification platforms like Classcraft or Kahoot! provide ready-made gamified experiences with features such as quests, challenges, and rewards. Educational game development tools like Scratch or Unity allow educators and students to create custom games tailored to specific learning objectives. Virtual reality (VR) or augmented reality (AR) applications can immerse students in gamified learning experiences, making abstract concepts more tangible and interactive.

Personally, I prefer in-person groups or MOOCs, as they allow for full engagement. Most online sessions occur during break times, and I don't always have the energy left to be fully involved.

Collaborative planning is a rarity in French high schools, primarily due to time and resource constraints. Official meetings only account for a few hours each year, making collaboration entirely dependent on the individuals you happen to work with. Several online groups and platforms are available, but I've never tried them.

Our inspections share similarities with instructional coaching but occur infrequently, happening every few years.

While I've been familiar with collaborative action research, I've never actively engaged in it. This presentation has inspired me to consider participating soon.

My most impactful learning experiences have stemmed from informal discussions and mentoring by more seasoned colleagues. Observing exceptional teachers has been particularly enriching, both in person and in videos, and I am immensely grateful to those who opened their classrooms to me.

As for common planning, it’s vital when programming at the beginning of the school year. At school, teachers of the same subject meet several times for on-going assessment of the program. Besides, there are also common planning with students’ counsellors and within groups of teachers devoted to specific tasks such as internationalization. On those cases, Google docs has proved to be really useful. I also like Jamboard and Padlet for brainstorming and Mural.ly to organize ideas.

Instructional coaching has also been a successful experience. We have had coaches working closely with teachers at school to provide targeted support about new methodologies and the use of  ITC, for instance, and one of the best advantages is the feedback they provide, which helps foster continuous improvement. I have also experienced mentoring in first person within eTwinnning, which involves sharing insights about the creation and development of new projects and providing a supportive network for professional growth. In instructional coaching, presentations have been vital: Genal.ly and Canva are for me the best. I love images to support content and they also allow embedding, which helps interaction with participants (Menti for polls, wordclouds…)

I think instructional coach is perceived as needed when all the resources from within the school were used. It can give the teacher the sense that he was not able to solve the problems by himself or by collaborating/ cooperating with colleagues from the school, and that can be something bad. It can be more stressful for the teacher from this point of view and it can lessen the teacher`s self-esteem.

I think mentoring can be efficient if the mentor and the mentoree have similar styles and views. If they are completely different personalities, sometimes methods that work for one of them are not suitable for the other. The efficiency of mentoring also depends greatly on the relationship established between the two of them and, being more personal, it can be more subjective and also restrictive from the range of choices` point of view.

I use the video platforms and other learning management systems in order to better manage the time in class, to be more interactive and practice the content learnt.

My high school students are very interested in working in this manner, as they are digitally native.

Professional collaboration is important, and we, the English teachers meet once a week and discuss the challenges our students face and their progress. we lack time and we are understaffed, but we do our best. The feedback I get from my peers helps me improve my teaching skills.

I also use project-based methodologies. Learning by doing encourages student autonomy and responsibility, as they are responsible for their own learning. Additionally, it stimulates students to solve problems and work on a variety of planning, task structure, and production tasks.

Finally, the eTwinning and Erasmus + projects represent added value not only for students to acquire 21st century skills but also for teachers to improve professional practices.

In all the projects I have done with my students we have always used technologies like their own computers but also their regular notebooks, colors, pens...

PBL make the students learn how to work in groups and how to be leaders, thinkers, inquiring students, and explore different ways of learning while sharing their ideas.

All of these prepare students to face their future, a technological future

I've personally cultivated a passion for facilitating immersive learning journeys through project-based learning. In these engaging experiences, students collaborate allowing them to apply their knowledge and skills in practical, meaningful contexts.

I use technology as a powerful tool to enhance these experiences. Using Google Workspace and apps facilitate remote collaboration, document sharing, and effective communication among students. Digital apps like Genially, Canva, Padlet, Wakelet keep projects organized and empower students to create visually stunning reports or presentations.

Beyond technology, I also integrate gamification elements into my lessons to boost my students' engagement and motivation, encouraging active participation and celebrating achievements.

Apps, like Genially, allow me to create custom games tailored to specific learning objectives, making the experience even more personalized and impactful and interactive.

Beginning with the Professional Learning Communities I know about eTwinning, but I have not been part of a project yet.

Regarding common planning time and working together in student-centred issues is one, it is, in my opinion, one of the most important ways of working for teachers since it is essential to know what and how are the rest of the teachers presenting to the students, even more if the teachers share the same studetns or teach the same subjects. In my personal experience I share what I teach (English as a Foreign Language) with another teacher and we are in constant contact to know where we are, how we present the concepts and which are our goals (following a plan designed at the beginning of the course year).

If I focus on the technologies what I use for my classes is G-Suit environment which is used by all teachers and students at my school (classroom, forms, documents, drive, gmail...). Students also use canva o genially when they are asked to do a project. As learning games teachers use Kahoot or Blooket.

As a collaborative tool between teachers, Google workspace is perfect to work together in the same document and at the same time in an easy way.

Moreover, I'm currently attending a course on mentoring and I'm really interested in the topic, but I have a lot to learn...

As for tecnhologies and tools, we use GSuite for Education and I find it very convenient both for teachers and students. I also think that the ESEP platform will be a good tool once they solve the problems...

Common planning: this is a real issue in The Netherlands, because most teachers work part-time. Very often teachers are not willing to invest their 'non-teaching' time into learning and sharing. After they finish teaching, they want to go home a.s.a.p. They call 'non-teaching time' = 'free time'.

Instructional coaching: we do not have instructional coaches active at our school. We did receive some coaching a few years ago, centred on differenciating among students in class, but that wasn't a big succes as the coaching missed one step among others: the modelling fase. We were expected to create, apply new strategies and differenciate while nobody had any idea about how to do it in our oversized classes, with a complex student population (ADHD, dyslexia, behaviour, concentration, motivation problems, etc.), and a 40min lesson timetable. The coaching company that our school hired couldn't help us at all, but inflicted a lot of stress on all teachers. Nobody reflected on this afterwards; nobody evaluated the coaches; we were left to deal with the personal consequenties of their 'meaningless' interventions ourselves.

I think we need more facilitative and dialogical coaching, because we need to feel we work together on the same goal. We need examples of good practices and we need tips and tops from other fellow teachers in similar situations.

Collaborative action-research: we need such active-research, because it's focused on bringing in change on an informal, easy, clear way. Short term actions could be planned and small steps could be taken to get the team experience change and small acheivements.

Mentoring: I have sadly realised I have never had a mentor at my school and had to directly perform as an experienced teacher, while I was just a fresh graduate. I remember how hard it was for me to compete with older, more experienced teachers and keep the standards high. I now look with different eyes towards my younger colleagues and try to help them in any way possible. Mentoring is still not very well organised at my school.

• Professional Learning Communities (PLCs);

• Common Planning Time;

• Instructional Coaching;

• Collaborative Action Research;

• Mentoring,

each of these approaches offers unique benefits and can be tailored to meet the specific needs and goals of educators and schools.

By engaging in collaborative practices, as a teacher I can enhance my teaching effectiveness, support other's colleagues to growth, and ultimately improve student learning outcomes.

Common planning, collaborative action reasearch and instructional coach is something I haven't tried.

Before two years our school must have a mentor for the new teachers. But all of the experienced teachers help and encourouge the new ones in every way.

Professional collaboration: although we are supposed to collaborate with the rest of colleagues, no matter if they teach the same subject or not, my personal experience is that most teachers keep their ideas and activities as secrets.

Common planning is usual in Spain. We plan in common, but each teacher carries out the class the way they prefer.

Instructional coaching: we receive coaching if the are willing to attend courses/seminars, but they are not compulsory.

Mentoring: We do not have mentors. They first day you start as a teacher, you are on your own and get few help from the rest of the experienced teachers.

Networking of educational workers enables communication and cooperation with a large number of people of the same profession and interests through virtual communities and various digital channels. Choosing the right digital system and channel can greatly help teachers, educators and professional associates in the development of their own ideas and professional progress. In my school we use Microsoft tools for collaboration between us teachers and students: Google Classroom, Yammer and Teams.

In my school, the teachers took each other's lessons and it turned out very well. Collegial observation of teaching refers to the mutual observation of the teaching of fellow teachers and has proven to be effective in improving the quality of the teaching process. Unlike the strict approach in which observation is carried out by the director or a person from a position of authority and power or a professional associate/advisor from a superior position of an expert, this approach is based on collegial support, equality and reciprocity, leads to a constructive exchange of opinions that encourages the teacher's reflection on his own teaching .

On the otherhand I've learnt a lot during eTwinning projects and I have had many new aspects through mooc . I try to use newly learnt tips, topics or tools in my projects.

Moreover, in eTwinning projects all teachers from different countries join in videoconferences to plan, organize and engage in collaborative projects.

Common planning:

My experience with this type of professional collaboration is when from my subject teachers of the same level plan what to do with students along the year. Moreover, along the course, we also have a weekly meeting that is sometimes used to share activities and prepare common lessons for the students among teachers teaching the same level.

Instructional coaching:

I have only seen this type of collaboration as directive coaching, being the coach the only decision-maker and the teacher a learner who has to learn how to do something.

Collaborative Action Research:

my experience in classroom-based research has to do with answering questionnaires for other teachers' research. But I do not know about the final results. I have only help them with my teaching practice and observations.

Mentoring:

I feel proud to say that my experience with mentoring was in my first eTwinning projects. Apart from collaborating with other teachers and experiencing eTwinning projects, an expertise on the subject was my mentor guiding me in all the tasks and giving advice about the best way of doing things.

The goal of personalized learning is to use each student's unique learning style and interests by combining traditional classroom learning with technology-enhanced learning and peer-to-peer interaction. The ultimate goal is to create an academic setting that is fun for everyone involved.

Invite parents to visit their child's school

Mentorship I used when I was a school coordinator in my previous job.

As an ICT-coördinator now I use a lot of instructional coaching. I make a combination with workshops and coaching in how to implement what they learned in their classroom.

At this moment I do a lot of live activities. I use several digital tools during the lessons I give.

I also organised a course where teachers were learning by using digital learning paths. Once a month we had a meeting to talk about the course. For me this wasn't really working very well with groups with poor digital compentences. Their digital skills were to low to work on the course independantly.

This year, the school has joined a learning community in the field of educational evaluation, which allows us to exchange views and improve our practices. In addition, we also hold training sessions that encourage sharing.

Professional Collaboration & Common planning - At my school, each teacher has 1 hour to collaborate with colleagues who teach the same subject. They plan lessons (although each teacher can apply strategies and develop activities according to the profile of the students), prepare and share materials, analyze student results, among many other activities. We use some tools/platforms to collaborate: Microsoft teams or classroom, outlook....

Instructional coaching - Although there are only supervising teachers when you start your career (with internships), there are some activities such as peer observation that allow you to informally highlight the positive aspects observed and aspects for improvement. We also have some support structures that help us, for example, to implement measures to support learning and inclusion...

Collaborative Action Research

Mentoring

In fact, the digital skills of many colleagues are quite low, and the majority don't integrate technology into their teaching. They continue to use traditional methods. 

As a result, I can only exchange different viewpoints with other colleagues through MOOCs and NOOCs I've completed on the regional (CEFIRE) and national (INTEF) platforms. However, even in these courses, interaction is actually minimal. 

Being the Department Head and ICT coordinator, I'm accustomed to working with various online and offline applications like Moodle, Teams, Google Workspace (though it's currently banned for educational use in my town), and many others. I'm hoping to find like-minded people in eTwinning and Erasmus+ groups for meaningful collaboration. 

Unfortunately, in the institution where I work, I don't have colleagues, so I can't collaborate, but I had the opportunity to work in groups to collaborate through the et winning projects, which I really liked and I consider that it was quite instructive both for me and for my students.

At school we use GClassroom for Education, excellent both for teachers and students. I also use lots of other digital tools, previously mentioned.

Hopefully ESEP platform will become an education facilitator once again !!

An example of this is eTwinning, which facilitates the realization of projects with a common planning and an exchange of ideas and "ways of doing" that nourishes the participants as well as the schools. 

This year I have done the initial training, and I have been able to see the wide range of possibilities offered by being able to work with other colleagues from different locations. 

Being part of eTwinning is for me the main tool to collaborate with colleagues.

Collaboration helped me on the Usage of digital tools, learn by doing, doing by learning, team work, self feedback feedback, peer feedback.

Now days before starting a project I already have a plan on what it will contain and role of each partner on it.

school must have a mentor for the new teachers. But all of the experienced teachers help and encourouge the new ones in every way.

I liked the idea of dialogical approach, it is important for collaboration at school, during eTwinning projects. You not only teach but learn from each other too.

I am interested in e-Twinning, but I feel lost sometimes when I explore the webpage. I am taking this course and others to try to familiarize myself with all of the resources available here.

Common Planning

We do this at our school and it is invaluable. It is a small school with shared resources and we would not be able to operate if we didn't work together to allocate time, space, materials ....

Instructional Coaching

My boss does this with me, informally. Something more structured would be hard to find time to do.

Action Research

is something I want to learn more about. Data analysis is a hobby of mine, and I would like to learn how I could use it to make me a better teacher.

Mentor

My director/co-teacher is absolutely a mentor to me. I wouldn't want to do this work without her support.

I think this time could also be useful for creating "Professional Learning Communities" (which we don't formally have), besides being a "Common Planning Time". When we have a group pf teachers commited in implementing some kind of multidisciplinar activity we agree on an extra-work time to meet, discuss and plan it. Sometimes we use Google Drive, Canva or Padlet to keep collaborating (teachers and students).

Instructional Coaching

I guess when there are new teachers at in the department we naturally use this approach. It's something I would like to deepen in the future.

Collaborative Action Research

At my school we are trying to improve this approach.

Mentoring

Since 2020, I've been an eTwinning mentor at my school, trying to help new eTwinners engaging in projects.

I think if you have the basis and are an open minded active listener, interactive and explorative, you will be always in and trendy

I have put my knowledge in well fit boxes and now I am more powerful to reset and reorganize my plans more ergonomically

Everything I passed on with watching and reading goes to the positive value

Thank you

Through facilitative coaching, I have participated in reflective discussions and goal-setting sessions with colleagues and instructional coaches. These sessions provided a supportive space for me to explore challenges, brainstorm solutions, and set actionable goals to improve my teaching practice. The facilitative approach empowered me to take ownership of my professional development and encouraged me to implement new strategies in the classroom.

Similarly, instructional coaching has played a crucial role in enhancing my instructional skills and pedagogical knowledge. Working closely with experienced instructional coaches, I received targeted feedback, observed model lessons, and collaborated on lesson planning and curriculum design. This collaborative process allowed me to refine my teaching techniques, experiment with new instructional methods, and tailor my approach to meet the diverse needs of my students.

Furthermore, mentoring relationships have been invaluable in providing guidance and support as I navigate the challenges of teaching. As both a mentee and a mentor, I have had the privilege of sharing experiences, exchanging ideas, and offering mutual encouragement with colleagues. These mentoring relationships have fostered a sense of camaraderie and professional solidarity within our school community, contributing to a culture of continuous learning and growth.

Overall, my experiences with facilitative coaching, instructional coaching, and mentoring have been transformative, equipping me with the knowledge, skills, and confidence to work as a primary school teacher. By embracing collaboration and seeking support from colleagues and coaches, I have been able to cultivate a dynamic and effective teaching practice that positively impacts student learning outcomes.

Common planning time - we use it when preparing bigger events, e.g. Open Day at school, Safer Internet Day, special days like Earth/Water/Women´s Day or workshops for students (about Fair Trade, Holocaust, media literacy). We are not used to implement common planning time in our everyday education.

Instructional coaching - my personal experience is taking part in it as the one being coached/mentored within a 1 year programme (throught Leaf Academy). It was a great experience and helped me a lot to reflect to my own work and set up goals for my own develpoment.

Collaborative action research - I must admit it is new to me and I have to dig into it a bit deeper as I do not fully understand the concept (not even after having read the article).

Mentoring - the same is true for this part. As much as I try to differentiate between coaching and mentoring, after watching the video about instructional coaching I got confused. I thought it was mentoring... I have to study it deeper.

2. Increased efficiency: By coming together to plan, teachers can streamline their efforts and avoid duplication of work. Planning together can help identify potential gaps in instruction and ensure that all necessary materials are prepared in advance.

3. Enhanced professional development: Common planning can also serve as a form of professional development, as teachers have the opportunity to learn from each other and share best practices. Teachers can benefit from the expertise and experiences of their colleagues, leading to improved teaching practices.

4. Improved student outcomes: When teachers work together to plan instruction, they can ensure that their lessons are aligned and that all students are receiving a high-quality education. Collaborative planning can lead to improved student outcomes and greater success in the classroom.

5. Building a sense of community: Common planning can also help build a sense of community among teachers, fostering a positive school culture and encouraging collaboration and teamwork. When teachers work together towards a common goal, it can strengthen relationships and create a supportive environment for both educators and students.

Overall, common planning between teachers in education can lead as to a more cohesive and effective approach to teaching and learning, benefiting both students and educators alike. By coming together to plan, teachers can improve communication, efficiency, professional development, student outcomes, and build a strong sense of community within the school.

Mentoring between teachers in education can be a valuable and rewarding experience for both the mentor and the mentee. Here are some common experiences that teachers may encounter in a mentoring relationship:

1. Knowledge sharing: Mentoring allows for the exchange of knowledge and expertise between teachers. Mentors can share their years of experience and insights, while mentees can bring in fresh perspectives and ideas.

2. Personal growth: Mentoring can help teachers develop their skills, confidence, and overall effectiveness in the classroom. Mentors can provide guidance and support in areas such as lesson planning, classroom management, and student engagement.

3. Emotional support: Teaching can be a challenging and stressful profession, and having a supportive mentor can provide much-needed emotional support. Mentors can offer encouragement, empathy, and a listening ear during difficult times.

4. Professional development: Mentoring can also help teachers grow professionally by setting goals, providing feedback, and pushing them to try new strategies and techniques in the classroom.

5. Building relationships: Mentoring relationships can foster a sense of camaraderie and community among teachers. Mentors and mentees often form strong bonds that can last beyond the mentoring relationship.

Overall, mentoring between teachers in education can be a transformative experience that helps teachers grow, learn, and improve their practice. It is a valuable tool for professional development and can lead to greater job satisfaction and success in the classroom.

As for technology, we've mostly used Canva, Genially and StoryJumper for our creative joint products.

Over the past three years, I've actively participated in eTwinning, harnessing collaborative opportunities with fellow teachers. Our team has expanded to four members. Before crafting tasks for students, we engage in knowledge exchange. For example, I've shared my expertise in Book Creator and, reciprocally, gained insights into Yopad. This collective endeavor enables us to incorporate new digital tools annually, thus enhancing our collaboration.

eTwinning projects

Realizes projects through joint planning and exchange of ideas, ensures the development of both participants and schools

• Experience: I can directly coach and access vast educational resources. I could provide information and best practices for teachers during coaching sessions.

• Technology Integration:

  • Video observation platforms: Tools like Zoom with recording capabilities allow coaches to observe lessons remotely and provide feedback later.

  • Screencasting and annotation tools: Coaches can use these to create targeted feedback videos with commentary and annotations on specific aspects of a lesson.

3. Collaborative Action Research

• Experience: I can analyze data and identify trends, which could be helpful in the research phase of projects.

• Technology Integration:

  • Data analysis software: Spreadsheets and data visualization tools can help educators analyze student performance data and identify areas for improvement.

  • Online research databases: Databases like ERIC or JSTOR can provide access to relevant educational research to inform your collaborative action research.

4. Mentoring

• Experience: I provide information and answer questions to support new educators.

• Technology Integration:

  • Online mentoring platforms: There are platforms designed specifically for online mentoring that can facilitate communication and resource sharing between mentors and mentees.

  • Communication and video conferencing tools: Tools like email, chat, and video conferencing can enable regular communication and support between mentors and mentees, even if they're not in the same location.

As an experienced eTwinner, I think I am a good instructional coach . During years we tried our best to make great impact on developing this process ...

In reviewing the various approaches to professional collaboration, I recognize several that I’ve encountered and found effective in different ways. Here are my reflections on each:

1. Team Meetings
   Experience: I regularly participate in team meetings to align on goals, share progress, and address any challenges. These meetings have helped us build a strong sense of trust and accountability within our group.
   Technology: Microsoft Teams is my preferred tool for virtual meetings. It supports file sharing, real-time collaboration, and persistent chat, which helps maintain communication outside meeting times.

2. Peer Observation
   Experience: I’ve engaged in peer observation both as an observer and being observed. The feedback received has been incredibly valuable in improving my teaching strategies and classroom management.
   Technology: I’ve used Google Forms to collect structured feedback and Flipgrid for sharing brief teaching reflections after the observations.

3. Co-Teaching
   Experience: I have co-taught several units with a colleague, which provided an opportunity to blend our strengths and offer more targeted support to students. The joint effort helped reduce workload and increase student engagement.
   Technology: We used Google Slides collaboratively to plan lessons and Padlet to collect student responses during class, making the process seamless and interactive.

4. Collaborative Planning
   Experience: I’ve found collaborative planning to be the most efficient way to develop lesson plans and assessments that align with curriculum standards. It also allows us to anticipate challenges and support each other in designing differentiated materials.
   Technology: Google Docs has been instrumental here. It allows for real-time editing, comments, and version history, which supports transparent and effective planning.

5. Professional Learning Communities (PLCs)
   Experience: Being part of a PLC focused on inclusive education has deepened my understanding of Universal Design for Learning. Sharing articles, student work samples, and case studies has helped us stay current and practical.
   Technology: Slack has been a helpful platform for this kind of collaboration, providing separate channels for discussion topics and a searchable archive of shared resources.

Integrating Technologies Across Approaches
For example, Google Workspace tools like Docs, Slides, and Forms can support both collaborative planning and peer observation, while Microsoft Teams can facilitate team meetings and PLCs with built-in video conferencing and chat functions.

Collaborative Planning
Each school year begins with collaborative planning sessions within the Language Department. These meetings ensure coherence across curricula, facilitate the exchange of ideas, and promote shared responsibility. Throughout the year, we also plan multidisciplinary projects that bring together teachers from different subjects. This collaboration enriches students’ learning experiences by creating meaningful connections across content areas.
Technology: Google Docs and Google Drive enable real-time collaboration and ensure that materials are accessible and well-organised for all team members.

Co-Teaching
I co-teach English lessons for 8th-grade classes and work alongside special education colleagues to support students with diverse learning needs. This approach allows us to combine our expertise, differentiate instruction effectively, and model collaborative learning for our students. Acting as critical friends, we reflect together and make continuous improvements to our teaching practices.
Technology: We use Google Classroom, Meet or Zoom for joint lesson planning and Padlet during lessons to collect student input and promote interactive learning.

Team meetings and mentoring
Weekly meetings in the Language Department provide a space for ongoing reflection, coordination, and support. In addition, I dedicate 1 Wednesday afternoon per month to mentoring colleagues in the use of the eTwinning platform. As a school-based eTwinning mentor and teacher trainer, I guide peers through the process of developing project ideas, integrating digital tools, and aligning activities with pedagogical goals.
Technology: Zoom or Google Meet and Google Docsplays an essential role in both departmental coordination and mentoring. It supports structured communication, shared calendars, and the exchange of materials.

1. Peer-to-Peer Mentoring In one project, I facilitated peer mentoring between teachers across disciplines. We used Padlet to co-reflect on teaching strategies and offer each other real-time feedback. This visual collaboration board allowed us to scaffold one another's practice and keep records of evolving ideas.

2. Co-Teaching I co-taught a digital storytelling unit with a colleague abroad as part of an eTwinning project. We used Microsoft Teams for synchronous planning and OneNote Class Notebook to co-create lesson materials. This made collaboration seamless and student-centered, especially when bridging cultural perspectives.

3. Community of Practice (CoP) I joined a regional CoP focused on integrating democratic values in education. Through Edmodo, we engaged in asynchronous discussions, shared articles, and planned joint mini-projects. This nurtured long-term professional growth and cross-context insight.

4. Collaborative Curriculum Design While designing an interdisciplinary unit on sustainability, our team used Trello to assign tasks, Google Docs for simultaneous editing, and Canva to co-design visually appealing learning resources. These tools helped balance creativity with structure in a truly co-constructed curriculum.

🛠 Technology for Multi-Approach Implementation To support two or more approaches, I find Miro and Wakelet especially valuable:

• Miro is excellent for brainstorming and visual collaboration in co-teaching, mentoring, and CoPs.

• Wakelet serves as a shared digital portfolio, ideal for showcasing peer feedback, student work, or jointly developed resources.

Common planning time is another vital component. It allows us to move beyond individual classroom walls and truly align our curriculum and teaching strategies. For instance, when planning a unit on storytelling, we can ensure a smooth progression of skills from one grade level to the next, identify common vocabulary, and even design interdisciplinary activities with our Ukrainian language or art colleagues. This synchronized approach ensures our students receive a consistent and well-scaffolded learning experience.

Finally, collaborative action research has been a particularly empowering experience. This involves identifying a specific area for improvement in our teaching practice – perhaps how to better motivate reluctant readers or integrate more technology effectively. We then work together to design and implement small-scale interventions in our classrooms, collect data, analyze the results, and share our findings. It's a practical, evidence-based way to refine our methods and make data-driven decisions, ultimately leading to more impactful teaching and better outcomes for our students.

These collaborative efforts have not only enhanced my professional skills but have also fostered a supportive teaching community, which is more important than ever in these challenging times.

I have led peer training sessions and supported teachers in using TwinSpace and designing collaborative projects. Tools used: Teams, TwinSpace, Padlet.

I have co-designed learning sequences with European partners through several eTwinning projects. Tools used: Google Docs, Canva, Jamboard.

I also take part in professional learning communities, where exchanges on digital practices help me improve and reflect on my own teaching. Tools used: Moodle, eTwinning Live forums, Mentimeter.

These approaches allow me to grow as an educator while supporting others in building meaningful and collaborative practices.

For instance, group meetings have become a regular and valuable space for sharing goals, aligning our work, and addressing challenges as a team. In these situations, Microsoft Teams has been essential—not only for hosting virtual meetings but also for maintaining communication through its integrated chat and file-sharing features.

Peer observation has also been a meaningful experience for me, both as an observer and as someone receiving feedback. These exchanges have helped me improve my teaching strategies. I used Google Forms to collect structured feedback and Flipgrid to share short, informal reflections after observations.

Another approach I found very effective is co-teaching. Planning and delivering lessons alongside a colleague allowed us to combine our strengths and provide more targeted support to students. We used Google Slides to design shared lesson plans and Padlet to make the sessions interactive by collecting students' responses in real time.

Lastly, collaborative planning has become part of my daily routine. Working together on lesson plans and assessments not only saves time but also helps us reflect on our teaching practices and develop better materials. Here, Google Docs has been the key tool, enabling simultaneous editing, commenting, and version tracking.

Throughout my work, I’ve found it especially useful to integrate technology across multiple approaches. Tools from the Google Workspace suite—like Docs, Forms, and Slides—are highly effective for both collaborative planning and peer observation. At the same time, Microsoft Teams supports both group meetings and ongoing collaboration through its video and messaging functions.

We used many digital technologies in our projects, such as Microsoft Teams and Zoom for communication and collaboration, we used SurveyMonkey for collecting data and need-based assessments, and many other digital tools.

I've been both a participant and organizer of numerous online professional development events. As a participant, I attended the First Cambridge Experts Online Conference (2020) and NYS TESOL 2023 online convention. As an organizer, I've coordinated international conferences and webinars for EFL teachers and methodologists at the University.

Webinars: I regularly conduct webinars for EFL teacher training, particularly focusing on "Teaching EFL Online" and "21st-Century Skills in Professional Development." These sessions allow me to reach educators across Ukraine and internationally, sharing research-based methodologies.

MOOCs (Massive Open Online Courses): I completed the British Council course "Engaging with professional development – the reflective teacher" (2019) and "Teaching English Online" certification from Cambridge Assessment English (2020). These structured learning experiences provided systematic professional development.

Articles & Research Publications: I actively publish academic materials and research findings, and regularly review proposals for TESOL 2025 International Convention. This keeps me current with latest EFL methodologies and research trends.

Podcasts: While I haven't extensively used podcasts personally, I see their growing potential for professional learning, especially for busy educators who can learn during commutes or exercise.

Cross-Technology PLC Implementation:

The most effective approach I've found combines webinars + online workshops with collaborative inquiry cycles:

• Monthly webinars introduce new EFL methodologies

• Follow-up online workshops allow hands-on practice

• Teachers implement strategies and share results through digital collaboration tools

• Cycle continues with data-driven inquiry into what works best for student learning

This integrated approach has been particularly successful in my work developing "21st-Century Skills in Professional Development of EFL Teachers" programs for our pre-service teachers.

We had the opportunity to hold regular meetings with our partners and reflect on the progress of the project. We collaborated in small groups and used various tools (Google Docs, Google Slides, WhatsApp, TwinSpace online meetings, and Canva) to organize our activities, maintain direct communication, and work together on joint actions.

Encouraging teachers to get involved in eTwinning projects has certainly been a challenging task. Time constraints and language barriers are often cited as obstacles. However, despite these difficulties, we have managed to collaborate effectively—each teacher contributing at their own pace, sharing ideas, and developing activities tailored to their students, while still working towards a common goal.

This diversity of approaches has enriched our projects and provided multiple pathways for student engagement. One of the key enablers in this process has undoubtedly been technology. Digital tools have become powerful allies in our pedagogical practices. Through our work, we have not only enhanced students' critical thinking, computational thinking, and digital literacy, but also our own digital competences as educators.

In my own practice, I frequently use Microsoft Teams for communication and collaboration, Canva for designing engaging content, GeoGebra to explore mathematical concepts dynamically, and Scratch to develop students’ logical reasoning and creativity through coding.

By working together, learning from each other, and embracing both the challenges and the opportunities, we are building a stronger, more innovative school culture—one where collaboration, curiosity, and continuous professional development are at the heart of what we do.

Shared Planning Time: We regularly allocate time for team meetings to discuss and coordinate activities, both in projects and everyday work. We use Google Meet or Messenger video calls to effectively organize tasks and address arising issues.

Though I find it difficult to set up school-based learning communities to learn with MOOCs in a small school like mine, participating in international projects such as eTwinning provides an excellent alternative for professional growth and peer learning.

To implement these approaches more effectively, I frequently use Google Workspace applications such as Docs, Drive, and Calendar, as well as Trello for project management. For coaching and research, I rely on Zoom, for recording lesson walkthroughs, and Mural for visual brainstorming. These digital tools make professional collaboration more dynamic, inclusive, and sustainable, enhancing both the process and the outcomes of our shared work.

I am truly happy that we achieved Erasmus+ accreditation and maybe dome new teachers will continue what I built...

Encouraging teachers to engage in eTwinning projects has certainly been a challenging task. Time constraints, heavy workloads, and language barriers often stand in the way of participation. Despite these difficulties, we have managed to collaborate effectively, with each teacher contributing at their own pace, sharing ideas, and developing activities suited to their students while still working towards a common goal. This diversity of approaches has become a strength—bringing different perspectives that enrich our projects and open up multiple pathways for student engagement.

One of the key enablers of this collaboration has been technology. Digital tools have proven to be powerful allies in transforming pedagogical practices and ensuring that collaboration is not limited by time or space. Through our eTwinning work, we have enhanced students’ critical thinking, computational thinking, and digital literacy, while at the same time improving our own digital competences as educators.

In my own practice, I integrate a range of tools to support learning and collaboration:

• Microsoft Teams for communication and joint project work among teachers and students.

• Canva for designing engaging and visually rich content.

• GeoGebra to dynamically explore mathematical concepts, making abstract ideas more concrete and interactive.

• Scratch to nurture students’ logical reasoning, creativity, and coding skills.

By working together, learning from each other, and embracing both the challenges and opportunities of digital collaboration, we are building a stronger and more innovative school culture—one where curiosity, creativity, and continuous professional development are at the heart of everything we do.

Common planning is a real challenge, especially because many teachers work part-time. Once lessons are over, most teachers leave immediately, considering their "non-teaching time" as personal time. This makes it difficult to plan together, exchange ideas, or grow as a team.

Instructional coaching is currently not present in our school. We once had some training on differentiated instruction, but unfortunately, it wasn’t very effective. One key element was missing: the modeling phase. We were expected to apply new strategies right away, but nobody showed us what that would look like in a real classroom. Considering our large class sizes, the diverse needs of students (such as ADHD, dyslexia, behavioral and motivational challenges), and our 40-minute lessons, the strategies felt unrealistic. The external coaching company did not understand our context, and their intervention caused more stress than support. There was no follow-up, no evaluation, and we were left to deal with the consequences on our own.

What we really need is facilitative and dialogical coaching – coaching that focuses on working with us, not at us. We need practical examples, real classroom strategies, and insights from colleagues who face similarchallenges.

Collaborative action research is something we would greatly benefit from. This kind of approach allows small, manageable changes to be introduced, and gives the team the opportunity to see real progress. It’s informal, clear, and focused on short-term actions that can create long-term impact.

Mentoring is another area that needs improvement. Sadly, I never had a mentor when I started teaching. I was expected to perform as an experienced teacher from day one, even though I was fresh out of university. It was very challenging, especially when trying to keep up with older, more experienced colleagues. Now that I’m more experienced myself, I try to support my younger colleagues in ways I wish I had been supported. However, mentoring at our school is still not well structured or organized – and this really needs attention.

Collaborative tools

Google Docs / Sheets / Slides: They allow simultaneous writing and commenting on documents by multiple users.

Microsoft Teams: Combines chats, video calls, file sharing and collaboration.

Zoom / Google Meet: For live meetings with screen sharing and chat capabilities.

Padlet: Virtual wall on which students and teachers can post content.

Jamboard: Digital whiteboard for brainstorming and collaborative design.

Mentimeter / Slido / Kahoot!: Interactive questions, quizzes and assessments in real time.

Miro: Interactive canvas for planning and brainstorming.

Coggle / MindMeister: Creating collaborative mind maps.

Digital tools play a vital role in this process. Platforms such as Google Docs, Sheets, and Slides allow us to co-create lesson plans and assessment rubrics in real time. Microsoft Teams and Zoom/Google Meet make it possible to organize virtual meetings and share resources across schools, while tools like Padlet and Jamboard support brainstorming and the design of interactive PE projects. In addition, using Mentimeter or Kahoot! brings immediate feedback from both peers and students, fostering engagement. Visual platforms like Miro and Canva for Education help us design collaborative tasks and creative teaching materials. Through this integration of collaboration and technology, Physical Education transcends the gym walls, becoming a dynamic and evolving learning experience.

 2. Common Planning Time : At my school, we had special time to meet with other teachers who teach the same grade. We planned lessons together and compared how students were doing. We used Google Docs so we could write and edit the same plan easily.

3.  Instructional Coaching : I got support from a teaching coach who came to my class and gave me advice to improve my teaching.
We met on whatsapp after the lessons to talk about what worked well and what needed to change.

4. Classroom Action Research: I tried a small research project in my class to see how project-based learning helps students feel more motivated.
I collected data using Google Forms.

  5. Mentoring :I worked with a new teacher at school. We shared experiences and talked about classroom challenges. We used WhatsApp to communicate and Google Drive to share lesson plans and activities.

Common planning time: as an English teacher I plan my own lessons so usually there is no need for me to talk about them with the rest of the teachers in my school. However, when we plan a common project we usually use our Viber or WhatsApp groups.

Instructional coaching: so far in my career I have not worked with a teaching coach.

Google Forms is the digital I have mostly used to conduct classroom action research.

In my early years I took some very useful advice from an experienced teachers both on classroom management and on professional development. Now, after 20 years of teaching experience myself, I often become the mentor for the less experienced colleagues of mine.

Digital tools help this collaboration a lot:

I use tools like Google Docs/Slides for common planning and preparing lesson materials.

Padlet and Canva are very useful for sharing ideas, brainstorming, and displaying student work visually.

Microsoft Teams or Zoom/Meet are essential for virtual meetings and sharing resources with colleagues in different places.

Using these tools helps me not only share my experiences but also continually improve my own teaching.

This collaboration helps me grow both professionally and personally. It allows me to see mathematics from different perspectives, to receive constructive feedback, and to continuously refine my teaching methods. Working as a team also gives me the confidence and motivation to try new approaches in my classroom.

For communication and collaboration, we use several digital platforms such as Google Workspace, Microsoft Teams, eTwinning, and Padlet to share resources and stay connected. Tools like GeoGebra and Livresq also support our creative work in designing interactive lessons.

Collaborating with my colleagues has taught me that professional growth is a collective process — when teachers learn together, students benefit the most.

Throughout my eTwinning experience, I have implemented several teaching and learning approaches, including collaborative learning, project-based learning, interdisciplinary teaching, and experiential learning.

• Collaborative Learning:
  In our eTwinning projects, students worked in international teams to explore topics such as sustainability and cultural diversity. Through TwinSpace, Padlet, and Google Docs, they exchanged ideas, shared resources, and co-created digital products. This fostered communication skills, empathy, and intercultural understanding.

• Project-Based Learning (PBL):
  Each project was designed around real-world themes and guided inquiry. For example, in a project about “Healthy Lifestyles,” students created digital posters, infographics, and short videos using Canva and Genially to raise awareness. The combination of creativity and research strengthened their problem-solving and critical thinking skills.

• Interdisciplinary Approach:
  I connected citizenship education, science, and ICT by designing cross-curricular lessons. Using Thinglink and BookCreator, students combined textual, visual, and interactive elements to showcase their understanding of complex topics in a creative way.

• Experiential Learning:
  Students engaged in local environmental actions and then documented their experiences through digital storytelling tools like Adobe Express or StoryboardThat, linking hands-on experiences with digital reflection.

Relevant Technology Integration

To implement these approaches effectively, I frequently use tools such as TwinSpace, Google Workspace, Padlet, Canva, Genially, and Jamboard. These platforms promote collaboration, communication, creativity, and critical thinking, supporting two or more pedagogical approaches simultaneously—for instance, using Padlet both for collaborative brainstorming and for documenting progress in project-based learning.

Daily Common Planning: My participation as a music teacher together with the classroom teacher was very important.

Instructional Coaching: I have collaborated knowing what I wanted to do, having set a goal, and the coach empowered me to find new ways to achieve that goal.

Collaborative Action Research: I always try to collect evidence showing how effective my planning was, to get feedback, and to redesign if necessary.

Mentoring: It's simply wonderful to combine the experience of a more senior teacher with the fresh ideas of a new one.

For example, during a joint project on digital storytelling, my team used Book Creator and Canva to co-design interactive storybooks. This allowed each teacher to contribute ideas, visuals, and feedback in real time. In another collaboration, we used Google Workspace (Docs, Slides, and Drive) to co-plan lessons and share teaching materials efficiently.

Some younger teachers have taught me a lot aboiut new technologies and from more experienced teachers I have learnt a lot about cllassroom management.

We all learn from each other.

In addition to these tools, we have also used various online applications for communication, assessment, and creative expression. Platforms for shared documents, digital quizzes, and collaborative presentations have supported smooth and effective teamwork, allowing each participant to contribute in their own way.

Overall, collaborating with teachers through digital tools has broadened my professional network, improved my digital competences, and inspired me to introduce more innovative and engaging activities in my classroom. This type of cooperation continues to motivate me to learn, share, and grow as an educator.

In my eTwinning project, I collaborate with other teachers by planning activities together, communicating regularly through TwinSpace, WhatsApp, and online meetings, and sharing materials, ideas, and responsibilities. We coordinate deadlines, discuss students’ progress, and jointly create digital products. This teamwork ensures that the project runs smoothly and that all students actively participate and learn from each other.

I also used digital resources to promote inclusive learning, adapting content to different learner needs through visual and interactive materials. I found that the best results occur when multiple approaches are combined, and technology is used with clear learning objectives rather than as the main focus.

Collaborative planning: Aligning lessons and designing activities → Google Calendar, Canva.

Instructional coaching: Personalized support and strategy refinement → Zoom, video lessons.

Action research: Testing and adapting approaches in the classroom → Google Forms, Kahoot.

Its core goal is to create a safe space for dialogue where the sharing of personal stories directly helps to:

Break down stereotypes.

Challenge prejudices.

Build empathy within the community.

​"Professional collaboration and lifelong learning are the cornerstones of modern education. By engaging in digital competence-focused projects and eTwinning initiatives, we as educators do more than just learn new tools; we share best practices and move toward common pedagogical goals.

​The journey of completing specialized MOOCs and implementing them through peer learning allows us to personalize our teaching strategies. It empowers us to design student-centered, technology-enhanced experiences that truly resonate in the classroom. Each milestone—from self-reflection to international recognition—not only strengthens our individual career paths but also enriches the entire school community's educational mission.

​I am proud to be part of this European recognition scheme, turning digital theory into practical classroom success!"

Through collaborative learning, I encouraged students to work in pairs or small groups using shared digital tools such as Google Docs and Padlet. These tools allowed students to co-create content, share ideas, and provide peer feedback in real time, which improved communication and teamwork skills.

I have also applied a student-centred approach by using interactive platforms like Kahoot, Quizizz, and Mentimeter. These technologies helped adapt lessons to students’ needs, increased engagement, and allowed immediate feedback, making learning more dynamic and motivating.

By combining collaborative and student-centred approaches with digital resources, I observed higher student participation, better interaction, and a more inclusive learning environment. Digital technology played a key role in supporting active learning and enhancing the overall teaching process.

One of the key components of effective professional collaboration is the use of an appropriate approach, which involves choosing strategies and methods appropriate to the context, encourages clear and open communication between colleagues, promotes mutual respect and trust, and facilitates decision-making based on evidence and good practices, thus contributing to the continuous improvement of the educational process.

My goal for the future is to stop viewing online courses as mere individual tasks to be checked off, but rather as seeds for School-Based Learning Communities. I want to leverage digital platforms to create that 'synergy' I often mention—where my experience meets my colleagues' enthusiasm, resulting in a school that is more deeply connected to the European educational landscape.

Online seminars also allow participants to share good practices.

To make collaboration easier, I usually use simple tools like Google Docs to work on files together, Microsoft Teams for communication, and Zoom for meetings when we can’t meet in person.

On a personal level, I already experience this type of collaboration through eTwinning, which I often use as a form of professional learning community. Through class-based projects with both local and international teachers, we work together, exchange ideas, and support one another’s practices. The TwinSpace platform serves as our shared working environment where planning, communication, and collaborative activities take place.

However, if we truly want to see sustainable whole-school improvement, such collaborative practices need to extend beyond individual initiatives. Ideally, they should be implemented across the entire school community, involving subject teachers, peripatetic teachers, and other educational professionals. Most importantly, families should also be included as partners in this process-an essential perspective that is very often overlooked. Strengthening these partnerships can enrich the learning environment and support a more holistic approach to school development.

What surprised me most wasn't the content — it was the people. Behind every screen was a learner just like me, curious and searching. The moment we began to meet — through forums, through shared responses, through collaborative tasks — something shifted. Strangers became colleagues. Colleagues became a community.

And then came the interaction — the part no textbook could replicate. Exchanging ideas with someone from a different country, a different classroom, a different reality, yet arriving at the same questions, the same struggles, the same breakthroughs. It reminded me that learning has never truly been a solo journey.

Looking back, the MOOCs didn't just build my knowledge — they expanded my world. They proved that professional growth doesn't always happen in a workshop or a conference hall. Sometimes it happens quietly, at your own pace, on your own screen — yet somehow, together.

1. Collaborative project-based approach
I work together with international partners to design and implement projects. For example, in “My Country 3D” and “Bridge of Kindness 3D”, we co-create activities, share responsibilities, and build common products.
Tools: TwinSpace, Padlet, Canva, StoryJumper

2. Peer learning and exchange of experience
Collaboration with colleagues (both in my school and internationally) helps me grow professionally. We share ideas, discuss challenges, and inspire each other.
🔧 Tools: Zoom, WhatsApp groups, Google Docs

3. Mentoring approach (patronage model)
I implement an innovative model “mentor class – mentee class”, where older students support younger ones. This creates a safe and friendly learning environment.
Tools: Padlet (for shared results), Canva (for visual products), Zoom (joint meetings)

4. Reflective collaboration
After each activity, we reflect with partners and students: what worked well, what can be improved. This helps improve future collaboration.
Tools: Google Forms, Mentimeter Conclusion:
Combining different approaches makes collaboration more meaningful and effective. Digital tools help us connect, create, and reflect together, even from different countries.

2. Common Planning Time - In my school, we sometimes have informal planning discussions with colleagues teaching the same subject, especially before exams or when preparing materials. However, this is not always regular or structured. Tools like Google Docs, shared calendars, and Teams could make planning more organized and allow us to collaborate even outside school hours.

3. Instructional Coaching - I have experienced elements of coaching through collegial advice and sharing teaching strategies, but not formal coaching with observation and feedback. I think this approach could be very valuable for professional growth. Digital tools like Zoom (for recorded lessons), Teams, or even simple video recordings could support reflection and feedback discussions.

4. Collaborative Action Research - I often reflect on my lessons and adjust my teaching based on student performance, but I have not used a structured action research model. Still, the idea of planning–observing–reflecting fits well with my experience. Tools like Google Forms (for student feedback), Excel/Sheets (for tracking results), and Padlet (for reflection) could support this process.

5. Mentoring - With my 23 years of experience, I have informally supported younger colleagues, sharing materials and advice. I see mentoring as very important for both sides. Communication tools like Viber/WhatsApp, Teams, or email, as well as shared folders, can make mentoring more continuous and accessible.

Overall, I see that digital tools can help make collaboration more structured, continuous, and meaningful, especially when combining several of these approaches.

The diversity that emerges from this collaboration becomes a valuable asset. It brings together different perspectives, enriches project outcomes, and fosters deeper student involvement. At the same time, the use of digital tools and collaborative platforms supports these efforts by enabling educators to exchange good practices and co-create learning materials in a practical and engaging way.

In my practice, I have used digital tools such as Google Docs and WhatsApp to communicate, share resources, and plan activities. These tools help us stay connected and collaborate more efficiently, even outside formal meetings.

I believe that combining mentoring with collaboration and digital tools can make professional development more effective and supportive.

One of the most meaningful approaches for me has been collaborative project work through Erasmus+ and eTwinning initiatives. Working with teachers from different countries helped me co-design activities, coordinate international teams and exchange teaching practices connected to innovation and digital education. In these experiences, tools such as Microsoft Teams, Google Drive, TwinSpace and Canva were essential to communicate, organise tasks and collaboratively create educational resources.

I have also participated in reflective collaboration through training courses, workshops and peer exchanges, where teachers shared classroom experiences and discussed teaching methodologies. Digital platforms like Padlet, Zoom and Google Meet made these interactions more dynamic and accessible, especially in international environments.

Another important approach has been resource sharing and co-creation with colleagues from my own institution. Using technologies such as Genially, shared cloud platforms and collaborative documents allowed us to develop materials together and improve coordination between teachers.

These experiences showed me that technology is not only useful for communication, but also for building professional learning communities based on trust, creativity and continuous improvement.

We use Microsoft Teams with students and colleagues to share resources quickly and to work on assignments or projects

In starting work as a teacher in Ireland you must complete and induction programme where mentorship is a factor. I have experience as mentor and mentee over the last decade. I regularly host and visit colleagues classrooms to observe lessons-this year the focus was formative feedback.

How to give it to students, various formats, Teams included and then how to ensure they engage with the feedback

We are also an Erasmus+ accredited school so we work collaboaratively with partner schools in Twinspace

My experience with the use of Digital Technologies (DT) in my school has been mostly positive. Teachers use computers, projectors, interactive presentations, and online learning platforms to make lessons more engaging and interactive. DT has helped students access information quickly, collaborate on projects, and develop important digital skills. It has also made communication between teachers, students, and parents easier.

However, there have been some challenges, such as occasional internet problems, limited access to devices, and the need for additional training for both teachers and students. Despite these difficulties, Digital Technologies have improved the teaching and learning process in my school and have created more opportunities for active and personalized learning.

We most use canva collaborative presentations and lot of other platformsto interact in classroom.

Project-Based Learning and Collaborative Learning have been particularly valuable in my eTwinning projects. Children worked together to investigate themes, solve simple problems, create shared products, and communicate with peers from other countries. Digital tools such as TwinSpace, Canva, and Padlet supported collaboration, documentation, and the sharing of ideas and outcomes.

I have also integrated Inquiry-Based Learning with STEAM activities, encouraging children to ask questions, make predictions, experiment, observe, and reflect on their discoveries. Technologies such as Book Creator for digital portfolios, Wakelet for collecting resources, and simple multimedia tools for recording observations helped make children's thinking visible and supported reflection.

Another meaningful experience involved combining creative expression with digital storytelling. Children used drawing applications, voice recordings, and presentation tools to express their ideas, emotions, and learning in multiple ways. This approach promoted communication skills, creativity, and confidence.

These experiences have shown me that technology is most powerful when it serves clear educational goals. Rather than focusing on the tools themselves, I aim to select technologies that enhance participation, foster collaboration, support inquiry, and encourage children to become active creators of knowledge.

• TwinSpace – collaboration, project-based learning, international communication.

• Canva – collaborative creation, digital storytelling, presentations.

• Padlet – brainstorming, reflection, sharing ideas and resources.

• Book Creator – inquiry documentation, digital portfolios, storytelling.

• Wakelet – resource curation, reflection, collaborative collections.

• Google Slides/PowerPoint – collaborative presentations and showcasing learning outcomes.

Reflecting on these experiences has reinforced my belief that thoughtful integration of digital technologies can enrich early childhood education by promoting creativity, curiosity, collaboration, and active engagement in learning.

Throughout my teaching career, I have experienced several forms of professional collaboration.

Sharing practices is something I do regularly with colleagues in my school and through eTwinning projects, exchanging lesson plans, teaching materials, and ideas for classroom activities.

Co-planning and co-creation have been important aspects of the international projects I have participated in. Teachers from different countries worked together to design activities, create shared resources, and organize collaborative events for students.

I have also been involved in professional learning communities, where educators discuss challenges, reflect on teaching practices, and learn from one another. Participating in courses, webinars, and international seminars has helped me expand my professional network and develop new skills.

Digital technologies play a key role in supporting these collaborative approaches. Tools such as Microsoft Teams, Google Workspace, Padlet, TwinSpace, Canva, Genially, Book Creator, LearningApps, Zoom, Adobe Express, ChatterKid, and Clipfy facilitate communication, resource sharing, collaborative planning, content creation, video production, interactive learning activities, and professional learning across schools and countries.

By combining these technologies with collaborative practices, teachers can build strong professional relationships, continuously improve their teaching, and create richer learning opportunities for students.

For example, in my eTwinning projects, students have created collaborative ebooks with Book Creator, interactive games with LearningApps, and short videos using ChatterKid and Adobe Express to share their ideas with peers from different countries.