The present proposal attempts to describe the first results of a study, which was set up as part of the Socrates teacher mobility program between the College of education of the KHLeuven Belgium and the University of Lille3 France. The partnership between these two institutions exists since the academic year 2000, and during this period, the same teachers work together one week a year. By this research, we want to build a module for the future teachers. At least, this program can also be realizing in the others institutes. This project deals with one of the aspects of the education of future teachers FLE (français langue étrangère- French foreign language) that encompasses the general knowledge of France and other French-speaking countries. More specifically, the study has been inspired by the necessity of knowing and understanding others beyond frontiers or borders. This can contributes to a European awareness, even a European citizenship. We known that European organizations are increasingly focusing their attention on education- a type of attention that takes the form of texts, policies, and actions directed at students, scholars and teachers. Thus the training of teachers can be considered strategical and should give teachers opportunity to begin thinking more broadly (European) rather than retaining a more narrow, local perspective. Both discussions with students and teachers as well as visits in classes of elementary schools where students practice teaching gave rise to various questions. The study examines particularly two questions: 'Which elements favor the creation of national stereotypes?' and 'Which intercultural competencies should we develop with our future teachers?' The model of intercultural competency (Christensen, 1999, Murphy- Lejeune, 2000 Le Boterf, 1994) that we use, suppose that three items are looked: empathy, capacity of observation and analyse of an other culture and communication in a cultural context. Three target groups were held back: the pupils, the students (future teachers) and the textbooks. The compared tendency analysis of textbooks FLE published in the Flemish part of Belgium reveals that the whole process, present in the creation of national stereotypes, exists. The first findings indicate that the school textbooks have a partial vision of France and 'la francophonie'. We'll first present these different results and we'll then concentrate our discourse on a dynamic model of intercultural competence, illustrated with some propositions of a module of education. Three target groups were held back: the pupils, the students (future teachers) and the textbooks. The compared tendency analysis of textbooks FLE published in the Flemish part of Belgium reveals that the whole process, present in the creation of national stereotypes, exists. The first findings indicate that the school textbooks have a partial vision of France and 'la francophonie'. We'll first present these different results and we'll then concentrate our discourse on a dynamic model of intercultural competence, illustrated with some propositions of a module of education. Katrien Dewaele, lector French, College of education of the KHLeuven Belgium- HeverleePhilippe Masson, Doctor in Science of education, lector, Laboratory of research Profeor, and Research center of the Dutch-speaking world, University of Lille 3 France.