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Exchange of ideas and experiences: our meeting in Limerick

The first days of our transnational meeting have allowed us to contribute and exchange ideas. The opening day, in a warmer-than-normal Ireland, began with a welcome session by Jennifer Hennesy, assistant dean of internationalization, and Paul Conway, professor of initial teacher education.

Some facts about the University of Limerick (UL) 🇮🇪

  • 100 countries represented in the student community.
  • 17.000 students currently enrolled.
  • UL was recognized as the best campus in Ireland in 2019 and 2020.

Shared experiences focus on digital tools for teacher training

Jan Ordies, from AP, presented the virtual tools most used by each institution. Ruth Congregado, from UNEATLANTICO communication team, presented the SELFIE tool, funded by the European Union.
Alona Forkosh, senior researcher at Levinsky College of Education, participated virtually to talk about her experience in the European PROMENTORS project.

The PROMENTORS project (2020-2023), funded through Erasmus + of the European Union aims to advance the innovative MIT (Multiplayer Induction Teams) model which combines mentor training originating in the EU that emphasizes peer group mentoring, group learning, and collaborative meaning making.

Keynote speakers:

Geraldine Mooney Simmie, professor at the UL School of Education made the presentation “Reconceptualising Productive Mentoring for an Advanced Professional and Emancipatory Practice in Teacher Learning”

The teacher provided a space for interaction with the project partners to learn how the mentoring situation was in each country and what aspects are not working.

Oliver McGarr, Professor at the UL School of Education, made the presentation ‘Critically reflecting on the digital transformation agenda in a techno-positive environment: Are certain topics out of bounds?’

The teacher explained that there are two perspectives in the field of practical reflection. The first views reflection as a tool for student teachers to become more effective educators. The second view of reflective practice sees it as a tool that allows student teachers to question the status quo and unravel the assumptions they hold regarding education.

To set out my perspective on reflective practice I see myself positioned clearly within the second
camp, reflection to me is an opportunity for student teachers to unearth assumptions about
teaching about themselves and to enable them to explore their beliefs.

Exchange of ideas and experiences

The project partners participated in a group dynamic to exchange opinions on the development process of the virtual tool that will be developed in the coming months.