Organizing ERASMUS Intensive Programmes
Author(s):
Carlos Reis (presenting / submitting) Pedro Tadeu (presenting)
Filomena Velho (presenting)
Carla Ravasco (presenting)
Rosa Tracana (presenting)
Conference:
ECER 2013
Network:
04. Inclusive Education
Format:
Research Workshop

Session Information

04 SES 11 A, Organizing ERASMUS Intensive Programmes

Research Workshop

Time:
2013-09-12
17:15-18:45
Room:
D-505
Chair:
Carlos Reis

Contribution

We present an account of our experiences with Erasmus Intensive Programmes (IPs) on Inclusion as main topic. We have been attending and organizing IPs for the last four years, namely the following: Integrative Teaching in Multicultural Environment for Teacher Students (INTIMETS); Teacher Education for Working with Inclusive Education in School (TEACHWISE); Using School for Developing European Citizenship (USDEC); Developing Effective Schools for Inclusion (DESI); Intercultural Education for Sustainability (IES). The paper develops four main issues based upon our personal experiences: 1. How to apply and organize an IP (exposing IPs’ purposes, appliance criteria, usual structures, organizational requirements and main outcomes); 2. A split model organization; 3. A sequential model organization; 4. Multilateral cooperation and innovative practices. For each of these themes we relate to at least a specific IP in which we have either participated in or organized or both. A few examples of the features produced by students are displayed in order to give some insight of IPs’ educational potential.

Method

We will present an illustrative sketch about how to organize and apply for an Erasmus Intensive Programme. Some examples of methodologies and outcomes will be shown and we will use innovative learning/teaching approaches, taken our experience in the field, for demonstrate ERASMUS IP’s value regarding intercultural education.

Expected Outcomes

IPs are excellent instruments for promoting curricular development of critical themes that are not addressed by formal education, either at first, second or third level education cycles. Furthermore IPs can also promote the developing of multi-disciplinary and transversal approaches, innovative pedagogical methodologies that namely introduce new ways of creatively applying ICTs for educative purposes. But they can as well be very valuable frameworks for fostering the interaction between professionals coming from distant socio-cultural contexts, thus helping to create a broader articulated higher education European space, as well a more inclusive, fair and sustainable one.

References

Costa A., Ferreira M.E., Reis, C.S. and Salgado J.M. (2011). Inclusive attitudes and practices in science teaching in an inland region of Portugal. In A. Ishman & C. Reis, International Conference New Horizons on Education: Proceedings Book (pp. 536-541). Obtido em 10 de janeiro de 2012 de http://www.int-e.net/ Formosinho, M. & Reis, C. (2010). Education in a multicultural context and the globalization challenge. IN A. Isman & Z. Kaya (Coords.), Proceedings Book of the International Conference on New Horizons in Education - 2010 (pp. 255-261). Famagusta: INTE. Retrieved from http://www.int-e.net/publications.php Innerarity, D. (2009). A sociedade invisível: Como observer e interpreter as transformações do mundo actual. Lisboa: Teorema. Mackeown, R. (2002). The primary author of the Education for Sustainability Toolkit. Retrieved from http://www.esdtoolkit.org/esd_toolkit_v2.pdf Martusewicz, R. A., Edmundson, J. & Lupinacci, J. (2012). EcoJustice Education: Toward Diverse, Democratic, and Sustainable Communities (Sociocultural, Political, and Historical Studies in Education). New York: Routledge. Morgado, F., Pinho, R., Leão, F.. Educação Ambiental. Para um ensino interdisciplinar e experimental da Educação Ambiental. Plátano Edições Técnicas. 2000. Perrenoud, P. (2001). Dez novas competências para uma nova profissão. Revista Pedagogica (Porto Alegre, Brasil) nº 17, Maio-Julho, pp 8-12. Toffler, A. (1970). Choque do futuro. Lisboa: Edição Livros do Brasil. UNESCO (1994). The Salamanca statement and framework for action on special needs education. Paris: UNESCO. Retrieved from http://www.unesco.de/fileadmin/medien/Dokumente/Bildung/Salamanca_Declaration.pdf

Author Information

Carlos Reis (presenting / submitting)
Guarda Polytechnic
Education
Guarda
Pedro Tadeu (presenting)
Guarda Polytechnic, Portugal
Filomena Velho (presenting)
Guarda Polytechnic, Portugal
Carla Ravasco (presenting)
Guarda Polytechnic, Portugal
Rosa Tracana (presenting)
Guarda Polytechnic, Portugal

Update Modus of this Database

The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER. 

Search the ECER Programme

  • Search for keywords and phrases in "Text Search"
  • Restrict in which part of the abstracts to search in "Where to search"
  • Search for authors and in the respective field.
  • For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
  • If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.