All mobility participants reported that they perceived a high level of usefulness of jobshadowing with regard to cultural exchange, professional and human relations and understanding of Swedish educational policies.
The schools visited were available to the hospitality and educational/ professional comparison that focused on:
- organization of school time;
- the organisation of indoor (classroom) and outdoor spaces;
- teaching methodology on the theories of learning and attention presented by the Swedish staff;
- management of human and economic resources in a more bureaucratic and autonomous way from the point of view of school management;
- the relevance of the concept of "autonomy" between teaching and non teaching staff;
- procedures for standardisation of good practice;
- promotion of social skills in relation to the responsibility and autonomy of pupils.
At the end of the experience, however, there is the impression of little empathic relationship during the lesson, motivated by punctuated and fast times.
The schools visited were available to the hospitality and educational/ professional comparison that focused on:
- organization of school time;
- the organisation of indoor (classroom) and outdoor spaces;
- teaching methodology on the theories of learning and attention presented by the Swedish staff;
- management of human and economic resources in a more bureaucratic and autonomous way from the point of view of school management;
- the relevance of the concept of "autonomy" between teaching and non teaching staff;
- procedures for standardisation of good practice;
- promotion of social skills in relation to the responsibility and autonomy of pupils.
At the end of the experience, however, there is the impression of little empathic relationship during the lesson, motivated by punctuated and fast times.
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