| Abstract: | Schemes aiming to promote free movement for teachers and other schemes stressing the European dimension of school teaching should be distinguished. The latter affect most teachers. Difficulties arise from the need of harmonising the different educational systems, vis‐à‐vis the shortage of time allotted to the training of teachers. Increasing familiarity with foreign languages should not hide other pedagogical, administrative or financial difficulties. Harmonisation can be promoted, for instance, by: (1) a pattern of training encouraging trainees to produce their own instruments; (2) positive relationship between initial training and INSET, at the same geographical scale, on a module‐based pattern; (3) training based on mutually shared educational projects. Two cases are analysed, showing the relationship between European dimension and teachers’ exchange. |
