My Participation in the Europass Teacher Academy Course

I am thrilled to share my experience participating in the Project-Based Learning (PBL) in Museums and Cultural Heritage Sites course, organized by the Europass Teacher Academy in Florence, Italy. The course, held from April 21st to April 25th, was an enriching opportunity to enhance my teaching skills under the guidance of Sheila Corwin, an esteemed teacher trainer with an MA in TESOL from the Monterey Institute of International Studies and an Ed.D. in Educational Psychology.

Just prior to this course, I was immersed in my own project focused on the design and printing of a series of postcards and notebooks related to the history of Narva. This endeavor allowed me to explore creative expression and historical documentation, which seamlessly complemented the skills I aimed to develop during the course. During the project, a multitude of thoughts and ideas related to Narva’s rich history emerged. Having been under the rule of Swedes, Danes, and Germans, the realization of these ideas requires finding interested partners from these countries.

Currently, I am leading a course on graphic design and bookmaking, including brochures, where I share my ideas and knowledge with my students.

The course brought together a diverse group of educators, including Zita Zemliczki, Sarolta Khauth, Aleksei Serov, Romy van den Broek, Lobke van Esch, Vera De Jong, Ashley Lievens, Katerina Androutsopoulou, Jagoda Machoń, and Akos Kalász. Each day from 9:00 to 14:00, we engaged in a variety of activities, starting with a warm welcome and introductions on Monday, followed by museum visits, project development, and reflective sessions throughout the week. The schedule, detailed in the attachment, was thoughtfully designed to blend theoretical learning with practical application, leveraging Florence’s rich cultural heritage.

Under Sheila’s expert leadership, who has been collaborating with Europass since 2010, I gained valuable insights into creating student-centered learning environments. Her dissertation on promoting engaged classrooms in Italy resonated deeply with the course’s hands-on approach. This experience not only broadened my pedagogical toolkit but also fostered a sense of community among international educators.

I look forward to applying the knowledge gained and connecting with my fellow participants to continue this journey.

Aleksei Serov