The project provides 6 Intellectual Outputs (IOs) on three levels: (1) Academically required information like a Transnational Report on the status quo of student-teachers’ PLCs and an Evaluation Report on urgently needed results on requirements and benefits of students’ PLCs and the chances and limitations of combined PLCs of students and mentoring teachers. (2) Materials to guide the establishment and facilitation of student-teachers’ or combined PLCs as a Manual. (3) Materials for the practical support of teacher educators who support students’ or combined PLCs like Tool Kits of methods and Modules for Communication.


IO1 – Consolidated report on the needs of student-teacher professional learning and student-teacher professional learning communities

This consolidated analysis report on the needs of student-teacher professional learning in the context of internship/practicum and student-teacher professional learning communities’ analysis will include the main points from the national assessment reports in each participating country. It will have about 50 pages. It will identify and present the collective training needs of student-teachers in regard to professional learning and the status of student-teacher professional learning communities in each participating country. This report will include both a list of needs that need to be addressed by the program training programme and their indicative solutions. It will also identify chances and risks of possible future cooperation of student-teachers and mentors in a PLC, since there is a chance of mutual learning which up to now has not been pursued at schools/during an internship, yet.

This consolidated report will contribute to the assessment of training needs of student-teachers regarding issues related to their professional learning and student-teacher professional learning communities. EUC will then develop a consolidated report/guide, based on the national reports’ findings. The aim is to produce a comprehensive guide for the development of EUC training programme to be utilised by consortium partners and other teacher education researchers and practitioners when developing relevant training material. This guide will be published on the project’s webpage once it is completed.

The Consolidated Report covers the following areas:

  1. Group work and cooperation in partner countries
  2. Teacher education and student-teacher internships in partner countries
  3. PLC opportunities for student teachers in partner countries
  4. Summary of the national reports:  Practicing cooperation in group work in university studies and internships
    1. From the perspective of student teachers
    2. From the perspective of mentors
    3. From the perspective of teacher trainers
  5. SWOT analysis based on the national reports: Practicing cooperation in group work in university studies and internships
  6. Recommendations for further investigation


IO2- Toolkit with activities to train student-teachers and mentors for successful PLCs

The consortium, existing of 5 university partners and 1 municipality, developed a tool kit for the implementation and training of Professional Learning Communities (PLC) in the context of university studies and student – teacher collaboration during an internship.

The tool kit provides activities and instruments for student teachers and other students in educational science classes to reflect on their role and expectations on professionalization during internship and collaboration with others at university. Furthermore, the tool kit provides activities and instruments that serve the development of student PLCs (S-PLCs) and its monitoring and elaboration.

The tools provided here have been designed by the experts in the consortium. They have been applied in classes at the participating universities and reflected with student teachers, student teachers in an internship, and students (of educational science).

Hereafter you find an overall introduction into the method of PLC work according to the scientific discourse of professionalization. Furthermore, you find an interactive surface where the activities and instruments can be found, systemized by the overall structure of a PLC process.


IO3 – Final version of the tool kit with activities to train student-teachers and mentors for successful PLCs

As explained for IO2 the consortium develops a tool kit for the introduction and training in PLC work in the context of university studies and internship. IO2 is a draft version of the tool kit that will be developed, experienced in teaching, evaluated. The revision is part of IO3.

After the developed tools have been tried out and evaluated a short written summary is given to the partners. The consortium will consult due to the results of the feedback summary on necessary changes. Each partner then reworks the tools they are responsible for.


IO4 – Modules for developing communication strategies for effective PLC

The challenge of communication in PLCs is to be respectful and open-minded while inquiring into both own and others’ beliefs about teaching and learning of their students. For instance, communication about the progress of their students and about the impact of their teaching may be inhibited by lack of communication skills and the ability to inquire into practice. The module will provide strategies for developing communication appropriate for participating in a student-teacher PLC and a student-teacher and mentors PLC.

The self-instructive module is based on theory and research about what describes effective communication in PLC and what the partners have gained as knowledge from the HeadsUP project they brought out before.

Enter the Modules here


IO5 – Evaluation Report: Evaluation of the chances of the student-teacher PLCs and student-teachers – mentors PLCs

PLCs of student-teachers are rarely practiced and often hardly any different to some groups of exchange. To apply the consequent method on courses in the phase of internship at universities is an innovation that should be covered by a data collection on highly interesting aspects like learning results, satisfaction, understanding of later professional development, gained competencies. The Evaluation Report makes sure this innovation in the field of university didactics will be covered and results will be disseminated into the teaching programmes and to lecturers.

The idea of learning communities contains in the original concept the idea of professionals supporting each other in processes of development. Student-teachers are at the edge to be professionals. Thus it is sensible to catch the experiences once students engage in PLCs. Also, the special version of student-teachers and mentors working together in a PLCs gives the chance of an insight that will be covered by the Evaluation Report.

Since the results will be found in the context of transnational cooperation the empirical findings will be of interest to the international scientific and school practical discourse.


IO6 – Guideline

The Guideline (20 pages) supplements the tool kit IO3 and the module on communication IO4. It provides information on those aspects of establishing student-teacher PLCs and student-teacher – mentors PLCs that are not covered by methods of reflection and methods of communication like necessary support on scientific literature learning or preparing assessments when working in a PLC. Therefore results from the evaluation report will be taken in regard, too. The guideline will give advice to lecturers and school staff on how to successfully set up PLCs in regards to other requirements in the school and university context. The experience gained from the exchange with the participating heads who reflect as experts with the partners on chances and limits to care for student-teachers-mentors PLCs at school will be part of the guideline