The Project


Special attention is given to provide training opportunities to (under)graduate students in the EU (Bologna Declaration, 1999). Thus, the internship period has gained official recognition in all EU university degrees to guarantee enough duration and a place to carry out specific professional preparation. Consequently, preservice teachers’ practical experiences are also gaining momentum in the teaching education programs across Europe. In view of its importance, there is a need to find common ways to design, implement, and evaluate the practicum programs within the EU, not only to share common guidelines but also to set rigorous indicators of what might constitute the learned professional experience in schools.
Secondly, there is an urgency to foster the use of ICT and online teachers’ resources to improve the learning processes. The practicum requires to be updated according to this EU strategic plan by embedding and prioritizing ICT in the teacher education programs. To date, the teaching practicum is still highly dependent on a presence-based modality. In fact, the COVID-19 pandemic has recently put universities to the test to find online solutions for face-to-face teaching. Nonetheless, major challenges have been spotlighted in the practicum as it is the only subject that has been cancelled -or postponed- in many teaching programs worldwide because of its supervised application nature.
PRAC3 would be a pioneer initiative to test the efficacy of an online teaching practicum. Today’s operational online resources aiming at bringing in the ICT in the practicum are based on the web 2.0 (theoretical contents online, users’ interaction via forums, blogs, social websites, etc). However, the ultimate motivation for this consortium is to design integrated online teaching resources for the on-site school teaching training based on web 3.0, which its defining feature is the possibility to access more personalized information according to the user’s experience (e.g., Elaboration of mentors’ and preservice students’ profiles, and virtual personalized school practices).
The relevance and necessity of an online teacher practicum is recognized globally as a key indicator of future professional performance. PRAC3 is a European initiative aimed at designing technological products and solutions for the online practicum to be used by mentors and pre-service teachers in the participant countries. Its usability will be based upon two major aspects: a management resource and a professional exchange interface for practice. For the first aspect, the tool will help to globally administrate the schools’ network available for the practicum in each participant country, to visualize the collective agreements between the universities-schools- educational authorities and select the optimal mentors for the preservice teachers according to designed professional features. In relation to the second purpose, the PRAC3 will allow pre-service teachers to become immersed in the practicum experience through simulated teaching (e.g., Augmented Reality) and virtual practices (e.g., face-to-face teaching or Live Remote Classroom System -LRCS-) which, in turn, will allow for more capacity building and teaching accessibility as well as understanding different school contexts and environments.
PRAC3 will cluster several online resources to optimize the management of tasks typically related to teacher education training and to the school-based experiences. For instance, websites, Apps, Augmented Reality hardware and software, and bidirectional simultaneous communication systems through LRCS. Its technological solutions can be summarized in the following:

  1. Identifying and matching professional and training profiles: The practicum Profiles Tool (PPT). Users’ online registration and automatically profiling the pairs or dyads of mentors and preservice teachers according to an agreed-upon set of evaluation standards (e.g., managerial, pedagogical and professional criteria) will be one of its most innovative feature.
  2. Promoting virtual and online practicum experiences. The preservice teachers participating in this innovative pilot initiative will be offered special online teaching training by using of:
    1. Augmented Reality (AR) simulations and real-classroom scenarios; 2.2. A Live Remote Classroom System (LRCS); and 2.3. An online Digital Repository (DR) with recorded situations of practice to be analyzed. The student teachers can reflect upon a variety of paths and teaching actions that ultimately might lead to different outcomes (e.g., e-portfolios).
  3. Establish a system of online indicators that facilitates the mentor teachers’ evaluation of their preservice teachers’ practice. Our aim is to create a set of common teaching standards for all participant countries in this project that could serve as seed criteria for future European Professional Standards for Teachers.

The Project


Program Erasmus+
Call: 2020
Key action: Strategic Partnerships for Higher Education (Key Action 226)

OID: E10208679

FUNDING: 170.231,00 €
TYPE: Desarrollo e innovación

Project Start Date: 2021-06-01
Project Total Duration: 24 months
Project End Date: 2023-05-31



3.1. European partners.
3.2. Associate partners



O1. Designing the Practicum Profiles Tool (PPT)

The main objective is to design an online tool for teachers and student teachers to access more personalized information according to the users’ experience. It will be named the Practicum Profiles Tool (PPT). The absence of face-to-face meetings and interviews during the COVID-19 pandemic spotlights the need for a full online management tool for the practicum.
The core idea aims at developing profiles both for teaching (professional profile) and learning (training profile) the profession. The means to do it will be by choosing the best dyads or triads for the practicum according to mentors’ professional features (professional profile) and student teachers’ learning needs (training profile). Teacher mentoring is highly dependent on contexts of practice and multiple human interactions.

O2: Digital resources for teaching in the online practicum

Improving the teaching process during the practicum would imply the selection and production of innovative content in virtual spaces. First: Augmented Reality (AR) classroom simulated scenarios will be designed and prioritized. Second: an operational Live Remote Classroom System (LRCS) will be activated and provided to the participants. Third, we will collect good teaching practices from the practicum experience to construct a Digital Repository (DR).

O3: Assessment indicators for the online practicum

We aim to create a set of common assessment indicators that facilitate school mentors and faculty advisors the student teachers’ evaluation at training in both face-to-face and online environments.
Indicators play a fundamental role in modern societies and constitute an essential resource for Teacher Educators, policymakers, leaders and the general public. “They support evidence-based decision making, allow comparisons over time, between policies, countries and regions, social groups and industries, and contribute to increased transparency and accountability” (EUROSTAT, 2017, p.5). In short, they condense complex information, as driving signals do, into a comprehensive scheme that helps to assess it. To accomplish this purpose, the indicators should ‘fit for purpose’ and meet quality requirements.



Tuesday, 1 June 2021, 9:30 AM

M1: Kick-off meeting -project overview & masterplan – (Phase 1: Practicum Management). Salamanca (Spain)- online



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