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ContinueUP Development Diary #6 – Reflecting on the co-delivery of the ITE module
The ContinueUP development diary is a series of blog posts that explore how a group of European educators involved in initial teacher education and continuous professional development engage in a process of co-construction and co-delivery to build and deliver a joint programme for teacher learning. The diary provides updates on our experiences during key moments of the ContinueUP project, ultimately aiming to strengthen the continuum of learning across the different stages of a teacher’s career.
The story so far
The ITE module “Empowering teachers as digital lifelong learners” was co-constructed by the University of Zagreb, the University of Lisbon, and the Rey Juan Carlos University in Madrid, in collaboration with continuous professional development (CPD) providers participating in the ContinueUP project. The development process spanned approximately one year and included the co-design of the module and the co-creation of content via regular online meetings and onsite workshops. After several rounds of consultations with CPD providers and end-user focus groups with student and in-service teachers, the ITE module was launched in November 2024 as an elective course at all three participating universities. The module was co-delivered by educators of the universities and involved 30 students, 10 per university. Students worked in a blended format and collaborated with their peers from other countries.
International collaboration – A valuable experience
One of the most rewarding aspects of the ITE module was witnessing the impact of international collaboration on our student teachers. They truly valued the chance to connect with peers from other countries and explore diverse perspectives on today’s teaching and learning. The opportunity to interact with students and university professors across borders opened up new ways of thinking about education and gave them a glimpse into varied classroom realities. Of course, coordinating across different time zones and busy schedules wasn’t always easy for them—group work took extra effort. Still, their feedback was overwhelmingly positive, and many expressed a desire for even more time to deepen these connections. The international setting clearly stood out as one of the most memorable and enriching aspects of the experience.
Co-teaching across borders – Lessons and rewards
From the perspective of a university professor, co-delivering the module with colleagues from other universities was equally enriching. It was both a professional and personal learning experience. Working with peers who operate under different educational systems nudged us to reflect, negotiate, and align our goals and approaches. What seemed obvious at first often needed clarification and time to establish a mutual understanding. But this process of dialogue and collaboration turned out to be deeply rewarding. We shared expertise, designed joint activities, and supported each other in both online and in-person formats. The commitment among all partners was evident and inspiring. It was energising to see how everyone brought their strengths to the table, contributing not just to the delivery, but to the growth of a truly collaborative teaching culture.
Challenges faced and overcome
No joint venture comes without its challenges. We experienced our fair share of technical glitches— videos that did not work, unpredictable breakout rooms, or last-minute schedule conflicts. There were also heavier issues, such as student teachers feeling overwhelmed by workload or under pressure to perform at an “international” level. But what stood out was the shared sense of responsibility among the teaching teams. When issues arose, we acted quickly and collaboratively to find solutions. Careful preparation helped mitigate many of the difficulties, and the flexibility and patience of both student teachers and teaching staff made the process smoother. In hindsight, these small hurdles became important learning moments that strengthened our coordination skills and teamwork. The experience also pushed us to be more intentional and organised in our teaching design—from lesson planning to resource sharing to feedback delivery. We realised how rarely we bring the same systematic, collaborative mindset from our research work into our teaching practice. This co-teaching experience bridged that gap and reminded us how valuable it is to reflect together on our pedagogical approaches.
Concluding thoughts
The ITE module was more than just a joint teaching assignment—it was a joint journey of experimentation, learning, and collective growth. For both student teachers and university professors, it was an opportunity to engage across borders, challenge assumptions, and deepen our understanding of what it means to be teachers in a global context. While the experience had its demands, the outcomes—both expected and unexpected—worth every bit of effort.
Based on these experiences the ITE module team is now working on a revision of the module so that it can be published for reuse together with all supporting resources, with the hope that more universities may benefit from the work conducted and the learned experiences. The team is also planning to reimplement the module in the next academic semester to evaluate the impact of the revisions made to the module and to relive the joy of working together.
If you are interested to hear more about the co-construction and co-delivery experiences, or if you would like to make use of the module in your own context please get in touch.
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