Ευρωπαϊκά Προγράμματα Κινητικότητας και η Συμβολή τους στη Διαμόρφωση ‘Ευρωπαϊκής Ταυτότητας’ στους Συμμετέχοντες Εκπαιδευτικούς: Η Περίπτωση των Σχολικών Συμπράξεων του Προγράμματος Comenius

Abstract

In this essay is assessed the policy of the European Community regarding the implementation of the Comenius program on the task of building the identity of the European citizen. More specifically, we are evaluating the impact of the school partnerships on the methods that were used to develop and build the European identity. Semi-structured interviews of the teachers involved were used as a tool to explore the extent of the knowledge and the acknowledgment of the many diverse and multiform European cultures. Furthermore, we are assessing the contribution of the Comenius school partnerships in the pedagogical and educational approaches and whether these eventually used by the teachers participating in the projects. The original material was evaluated by theme-based content analysis. This exact analysis has concluded that the participation of the teaching staff in projects with mobilities has indeed helped with acknowledging the European diversity but it did not contribute to the adoption and implementation of pedagogical and educational practices in their teaching.