Collaborative Learning in the Context of International Educational Cooperation Using the Example of the EU Project “CONTESSA”.

Collaborative Learning in the Context of International Educational Cooperation Using the Example of the EU Project “CONTESSA”.

Andreas Dürrschmidt & Christian Müller published a collaborative research paper titled ‘Collaborative Learning in the Context of International Educational Cooperation Using the Example of the EU Project “CONTESSA”’. The paper was published on DGfE-Kongress 2021 in Dresden.

Abstract

This contribution provides insight into the Erasmus+ project CONTESSA and its Train-the-Trainer program. In cooperation with all project partners, researchers in the department of Adult Education, Continuing Vocational Education and Training and Comparative Education at Dresden University of Technology have created a sustainable multiplier program. Although CONTESSA is a project in the realm of primary education, the role of adult education goes beyond the mere instrumental achievement of project goals. Using a practical example of successful international educational cooperation, the article focuses on the realization of collaborative learning scenarios from a micro-didactic perspective. It provides insight into contemporary andragogic practice using different approaches to collaborative learning as theoretical background. The article concludes with a short description of the (collaborative) development of the Train-the-Trainer program as well as it highlights the role of case studies as a central element in the micro-didactic realization of learning arrangements for teacher educators and teacher trainers.

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Bibliographical Entry:

Dürrschmidt, A. & Müller, C. (2022). Kollaboratives Lernen im Kontext der internationalen Bildungszusammenarbeit am Beispiel des EU-Projekts „CONTESSA“. In A. Grotlüschen, B. Käpplinger, G. Molzberger & S. Schmidt-Lauff (Eds.), Erwachsenenbildung in internationalen Perspektiven. Chancen und Grenzen. (Schriftreihe der Sektion Erwachsenenbildung der Deutschen Gesellschaft für Erziehungswissenschaft, pp. 142-152). Verlag Barbara Budrich. DOI: 10.3224/84742665