Shared views on teaching practices developed within the Erasmus+ framework

Abstract

This research has two main objectives: to identify and characterise the nature and type of teaching practices suggested in the official documents of a TEIP group in northern Portugal relating to secondary education within the framework of Erasmus+, as well as the perceptions of the headteacher and coordinator of the Erasmus+ project regarding the skills developed by students. The methodology selected is based on a case study, favouring documentary research and in-depth interviews as the techniques chosen for data collection and content analysis using NVIVO software. From the results obtained, it can be said that the Erasmus+ Programme promotes: interactive teaching practices, particularly in the areas of Multiliteracies and Discussion, Experiential Learning, Integrated Learning, Blended Learning and Gamification; personal information and communication skills, languages and text, critical and creative thinking, aesthetic and artistic sensitivity and, according to these principles, unique, experimental, personalised and generative learning. From the literature review, we understand that Erasmus+ is considered an innovative and highly successful programme; it is a programme of excellence. Therefore, it is consistent with the need to “reimagine our futures together” United Nations Educational, Scientific and Cultural Organisation, (UNESCO, 2021a). With this assumption, we realise the imperative need to create reflective, intercultural learning environments that promote positive, high-quality learning.