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Studying B. Ed. programme for primary and lower secondary school teachers


Has participated in and successfully completed the Co-ordination and integration of higher education and the labour market around the South Baltic Sea (COHAB) teaching semester consisting of a preparatory 2 week summer school and the following virtual course and 3 study visits of 1 week each.

The course is passed by participating in all activities including planning virtual lessons and cross boarder group work. The participant has written a personal narrative after a number of sessions based on the Swedish method: Dialogue Seminars. The text is published in the booklet: Journeys in Search of the Baltic Sea Teacher – Cross-Border Collaboration and Dialogues within the Cohab Project” publishes by Linnæus University, Växsjö and Kalmar.


Anne B. Rasmussen date:

Team Teacher leader place:

Team Teacher participating Institutions

University College Zealand (lead partner)

Klaipeda University

University of Rostock

Linnæus University


Imparted knowledge in:

•  Modules        A: Professional skills and mobility

•  Modules        B: Interregional communication

• Modules         C: Culture and society

Focus on experimental work with virtual teaching and investigating communication tools for working in a global classroom.

Gained competences and knowledge about:

  • exemplify and reflect upon personal experiences of skill and learning in cross-border collaboration

  • develop skills to participate and contribute in intersubjective encounters such as dialogue seminars

  • independently and with some supervision write a personal narrative concerning professional skill and bridges and barriers for mobility

  • Block B: To develop an understanding of the concept of synchronous/asynchronous virtual teaching & learning

  • To train and develop skills in managing a virtual classroom successfully and proficiency in using the technological equipment  

  • Block C: To create an overview on theoretical approaches on culture, intercultural competences, intercultural learning and intercultural teamwork and to analyse Hofstede`s culture dimensions and Thomas`s culture standards

  • To train and develop students for working in intercultural settings, being able to apply coping strategies and gaining sensitivity for conflict situations in intercultural teams

  • To train and develop skills to participate and contribute in inter-subjective encounters and dialogues with the purpose to identify differences in the way of working (in schools, the teaching and self-perception as teacher)

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