WHY SO? Searching for Reasons and Possible Solutions of the Effective Teaching Method-Gaps in Public Education

We pursued this project for a multitude of compelling reasons. Firstly, it offered us the invaluable opportunity to delve into the Erasmus universe, gaining a first-hand experience that we believe is essential for personal and professional growth. Additionally, the prospect of engaging with diverse cultures was immensely appealing, as it promises to broaden our perspectives and enrich our understanding of global dynamics in education. Moreover, we were motivated by the chance to explore alternative educational realities, seeking insights into different methodologies and systems that could potentially enhance our own practices. Furthermore, we embrace a strong sense of responsibility to address the challenges facing both students and teachers in our field. From combating disengagement to deal with the shortage of new professionals entering the teaching profession, we are driven by a shared desire to find innovative solutions that can positively impact our educational community. In essence, our participation in this project is driven by a genuine curiosity, a dedication to continuous improvement, and a sincere commitment to fostering positive change within our educational context.

Enhancing the quality of educational support by integrating diverse experiences and implementing best practices at an international level. Building up pedagogical competencies through tailored coaching support, aimed at effectively applying methodological innovations within specific contexts. Boosting educators' motivation by facilitating more successful teaching outcomes. Establishing sustainable direct support mechanisms to assist teachers in optimizing their knowledge application, considering their unique circumstances. Prioritizing mental and physical health techniques, such as stress management, to bolster overall well-being. Alleviating the burden on overwhelmed teachers in formal education by streamlining tasks and responsibilities. Promoting the mentoring program through pilot trainings within a broader educational Framework.

Two transnational meetings. In the first, communication channels were set up, budget items were discussed, and responsibilities were shared. The second was focused on evaluating the project, assessing the end products, monitoring the learning progress of participants, and evaluating the quality and quantity of the outputs. Discussions around defining final dissemination strategies for wider valorization. The meeting addressed the drafting of the final report. Two Teaching-Learning Activities were organized, supplemented by numerous coach trainings aimed at maximizing the impact and value of the project. A SWOT analysis was conducted to assess strengths, weaknesses, opportunities, and threats pertaining to the project's objectives and implementation. A Project Handbook and Toolkit were developed to provide essential resources and guidelines for project implementation and dissemination. Multiplier events were organized to showcase the project to teachers and trainees, fostering wider awareness and engagement within the education community.These activities collectively contributed to the project's success by fostering effective collaboration, enhancing learning outcomes, and ensuring the dissemination of project outcomes.

Enhanced professional networking by establishing connections among practitioners. Conducted SWOT analyses and comprehensive practice mapping to identify root causes of failure. Acquired insights into alternative methodologies applicable to local contexts. Developed thematic coaching sessions and training programs to bolster teaching practices, with a particular emphasis on promoting mental and physical well-being. Published comprehensive training materials, study guides, and project information in a handbook-toolkit. Implemented two learning-teaching activities to serve as the cornerstone of effective international collaboration.