SUMMARY 2019

Motivation:

We implemented a project supporting life-long learning for teachers of Romancelanguage, which followed our previous projects under Erasmus+ and made it possible to join future projects to it as well. Thus professional development and mental well-being can be ensured over the long run for our insitution. By applying for the project we intended to continue the internationalization of Obudai Secondary School by sedning teachers of French and Italian on mobilities, since only those teachers can prepare students having high standards, ready to renew themselves, open to self-development, and are educated in their thinking who have the same qualities as teachers. Participants skill-set increased with language competence, modern language teaching methodologies, new tools, teaching methods and tasks developing critical thinking skills. We developed teaching material on sustainabaility, we prevented burnout in our teachers and created a balance in their professional well-being. All this was done in order to strengthen the position of Romance languages traditionally chosen as a second foreign language, because due to changes in regulations in Hungary, these languages will have more improtance in the future for our students.

Objectives:

We intended to develope foreign language competence in our language teachers, bringing home and adapting new teaching methods and tools, taking over "goodpractices", developing teaching material on sustainability, developing creativity and critical thinking skills in our students, establishing professional relationships in order to realizie job-shadowing in the future and create strategic partnership programs, and last but not least to reestablish and maintain a positive evaluation of the profession and prevent burnout.

Activities:

Apart from the mobilities themselves that involved professional development courses we created a teaching booklet that can be used in foreign language teaching on the topic of sustainability, we have renewd our methods, and strengthened the self-image of teachers and the value of being a teacher. These activities helped us 100% in living up to the requirements of digital distance teaching that was required of us due to COVID-19. Last but not least, it helped us see how these dgital practices can be used in the future our normal teaching setting as well.

Results:

We consider the following as our results: the number of students chosing Romance languages has dramatically increased. We managed to adatp good practices into our everyday teaching routine. We developed our IT skills and digital teaching methods apart from using the traditional channles such as email, Messenger or Facebok, we have started to use Google Classrooms, Google Forms, Zoom, Quizlet, Quizzes, Edmodo, TedEd, and the like. Furthermore, we developed a booklet for foregin language teachers irrespective of their taught languages to be used for the topic of sustainability. Finally, by preventing burnout it was possbile to reestablish and miantain a positive image of being a teacher, thus workforce retainment could be achieved which has been one of our long term goals of institutional development.