The experience gained abroad contributes to team-building at the school. Initially there were no volunteers to participate in the project, and now we have to select candidates. Mobility participants, especially occupational subject teachers, have transferred to the school various solutions observed abroad. We used some of them in our laboratories.
It turned out that the stay abroad was often the first opportunity for teachers to get to know their colleagues better. Unlike private companies and large corporations, schools do not organise team building events or trips that could lead to better integration of teaching staff. In fact, mobility played this role and, although it was not its main objective, the results of such integration proved to be significant for institutional development of the school. New teaching methods The first phase of the qualitative study showed that an important effect of mobility for teachers was frequent attempts to integrate the developed outputs of mobility projects in the teaching process. The vast majority of respondents to the questionnaire also found that mobility experiences had contributed to the introduction of new teaching methods. More than 50% of respondents also noticed changes related to the organisation of the education process. In the first phase of the survey, there were also voices concerning the need for change in the delivery of teaching postulating greater autonomy in the teaching and learning process. Among declared changes, some participants postulated these relating to the organisation of teaching (e.g. departure from a rigid lesson plan and the primacy of grading).
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