"In the school sector, the transformation to a digital knowledge society and other social changes mean that learning with and via media must be systematically anchored as a task for the future. The educational mission of schools is essentially to prepare students adequately for life in current and future society and to enable them to participate actively and responsibly in cultural, social, political, professional and economic life. In doing so, social and economic change processes, such as digitization and new requirements, are addressed. Learning no longer takes place exclusively in the classroom. Web 2.0 also leads to a change in the role of teachers: The teacher is increasingly becoming a learning guide and learning advisor. In addition to changing roles, comprehensive knowledge of methodology and didactics is also required: Lifelong learning is also becoming an important task for teachers in order to cope with the change processes in society and schools. There is a clear discrepancy between the existing media-pedagogical competences of teachers and the educational policy demands and (training) practice. Studies show that the acquisition of individual aspects of media-pedagogical competence takes place mainly within the framework of self-study and less in the form of further education and training. The assessment of active teachers' own media-pedagogical skills also shows a clear need for development. The DiGiTeachEUrope project anchors innovative digital forms of learning in European schools in order to ensure and improve the quality of teaching by integrating the potential of digital media. The partnership is made up of the Querenburg Institute affiliated with the University of Bochum, the schools in Dülken, Split, Kavadarci and Sierakowicach and the Ludwig-Windhorst-Haus in Lingen as the applicant, which has many years of experience in organizing teacher training. The common goal was the preparation of tools and apps suitable for teaching purposes, which are available to the public as open educational materials (OER) in the form of a website (https://www.digiteacheurope.eu/). The target group was therefore primarily the group of teachers. Only by increasing the expertise of teachers will it be possible to pass on media expertise and motivation to students to deal with digital learning content. This was made very clear during the homeschooling because of Covid-19: all project participants benefited from the comprehensive knowledge acquired in the project. In addition to the exchange, scientific, methodological and didactic input was repeatedly provided in order to give the participants a broad basis of argumentation and information necessary for implementation in schools. For this purpose, knowledge of adult didactics was also conveyed. These insights were used to communicate the project contents to colleagues.Work packages were defined and visualized at the first project meeting. Two large topic areas form the content-related discussion: ""Digital Media"", which includes media-didactic topics dealing with all variants of the use of technical media for teaching and learning purposes in schools, and ""Effective Teaching and Learning"", which deals with the principles of more effective teaching and learning in schools. In order to enable learning on site, the project meetings took place transnationally. All participants were able to learn from the existing European know-how so that they could learn which approaches and methods enrich teaching and learning in times of digitalization. According to the heterogeneity of the group, a permanent exchange between the meetings on the platform SLACK took place, which is reflected in the project structure and was helpful in the time of the pandemic (short-term project redirection, transfer of new findings among each other, etc.). By inviting the project members to all schools, the sensitivity of the local teachers was increased and the participants had the opportunity to involve regional experts, thus increasing the exchange within the group and the implementation at the school.Per institution 3-4 actors participated, which also facilitated the implementation at the school, as the project participants could support each other. Due to the Corona pandemic one learning activities and one transnational project meeting had to be cancelled. Nevertheless, the project members were well prepared for digital teaching and were able to pass on their expertise to colleagues."

<< Objectives >>iREFLECT! initiates the discourse on contemporary teacher education and training and will focus on an innovative approach also in the sense of lifelong learning for all phases of teacher education, by combining a reflection tool and the presentation of central content on the topic of reflexivity,. In this way, iREFLECT! aims to enhance the professionalisation of teachers and trainee teachers by expanding their reflective competence based on their own practice.<< Implementation >>In the project, 5 learning activities will be carried out on site at the project partners, which includes both on-site learning (job shadowing and expert interviews) and joint work on the project content. Between the meetings on site, monthly virtual reflection loops are planned for further work and feedback of testing experiences from the networks. Each partner conducts at least 2 multiplier events in their networks.<< Results >>The iREFLECT! project will offer a compilation of the didactically processed contents and methods for reflective practice in all phases of teacher education. This includes a ToolKit with handouts and a set of cards in which all reflective methods and content are translated into the project languages and English. For accessibility, all contents and methods are additionally visualised.

Where and by whom children are cared for, educated and also educated before or after school or during the holidays can no longer be clearly answered today. There are different models and offers like the all-day school or out-of-school forms of care. Examples are the after-school care or the care by the family. The discussion about how children can be supported in the best possible way and how the transition between kindergarten and school can be arranged is continuing. And this should be done regardless of cultural and social background. Full-day care should always be seen in the context of politics, the economy, the compatibility of family and career and the welfare of the child. The word school is associated with the idea of institutionalised learning. But is there no institutionalised learning in the after-school care? Is there a special space for education that is separated from another space for learning? In Germany, nursery school teachers (often) focus on the pre-school sector and thus on the care of children under 6 years of age. In the training of a teacher, the focus is placed on the area of teaching. What they all have in common are the many challenges they face in their daily work in all-day childcare. These challenges are further increased against the background of inclusion and migration.Overall, childcare is an expanding field in which multi-professional skills from the vocational fields of school and education are necessary. The expansion of all-day educational and care services for children is a top priority for Germany. In other European countries, too, the question of the organisation of all-day care is a fundamental issue. Until the year 2025 such an offer should be guaranteed to parents and children by a legal claim in Germany. Some Eastern European countries already have traditional expertise in this area. The areas of responsibility are just as varied as the competences of the carers: among other things, socio-educational challenges, role and self-image, leisure time care, cooperation with parents. This project aims at a change of perspective between the professions. Through this and by getting to know different European solutions, central change and learning processes can be stimulated. The question arises as to how the heterogeneity of expectations of care is solved in the models of all-day care: pedagogical, educational and socio-political, cultural-scientific, socio-educational, economic and business motives can be identified. Some of these have opposite effects. How can good concepts of supervision be developed under these conditions? Which success factors of good supervision can be identified? The project group consists of up to three project participants each from Austria, Romania, Poland, Greece and Germany. The project group is multi-professional, as institutions from the areas of kindergarten, pre-school, primary school, school supervision, special school, boarding school, adult education and municipal support structure are represented in the project. The participant structure is also multi-professional: teachers, elementary pedagogical specialists (educators, childhood and kindergarten pedagogues), educational managers, psychologists and adult educators learn and work together. The aim is to use these differences for a multi-perspective exchange in order to generate guiding ideas for a successful full day. Strategic planning instruments such as SWOT analysis and methods of moderation and cooperation are used for this purpose. In the learning activities, observations, professional impulses and discussions with parents and the various stakeholders are an important medium. The multi-professional structure enables a systemic view. This enables a long-term implementation of the insights and experiences gained. The knowledge and experience gained should be made available to the public in a guideline for action. The dissemination of the findings will be taken into consideration from the outset through impulses from public relations work and through a guideline for action. The ideas for the further development of the systems on site are shared by the group.