National case studies on teaching practice with SWOT analysis

In the first year of the INSHIP project the project partners were focused on mapping and analysing the existing models of teaching practice and examples of good practice. The project partners prepared a detailed presentation of the national teacher education system and the organization of teaching practice in Czech Republic, Spain, Germany, and Slovenia.

The national case studies were supplemented with the empirical data according to the principles of SWOT analysis. The aim was to identify the strengths, weaknesses, opportunities and threats of teaching practice in the partner countries from the perspective of different stakeholders: Students, university teachers, lecturers and organizers of practical training in higher education institutions, teacher mentors, deputy head teachers and head teachers, university tutors and continuing education advisors.

The results showed many similarities (e.g. the importance of partnership cooperation between faculties and schools), but also some specific experiences (e.g. organization and duration of the practical phase) with teaching practice in different national contexts.

In-SHIP model – SWOT analysis

Second Transnational Project Meeting

Second Transnational Project Meeting

In the view of the current situation with Corona virus the second transnational project meeting was organized as Zoom video conference by hosting organization Friedrich-Alexander-University Erlangen Nuremberg on 6th and 7th of May.

The meeting focused on the elaboration of the INSHIP model and development of INSHIP course for academic staff. The partners presented and discussed about national case studies with SWOT analyses of teaching practice. During this meeting partners presented the first drafts of the prepared contents for the INSHIP model and discussed about key content and organizational aspects of the first INSHIP-seminar. Finally, the partners have reviewed the timetable of further project activities and discussed about the dissemination activities of the project.

The priorities for the first year of the project were established: structural and substantive elements of INSHIP model (O1) and the INSHIP course (O2), including project evaluation and dissemination activities.

Finally, partners established a detailed breakdown and timetable of project activities for the first year of the project.