Objective
The main motivation for me to apply for this project was to share knowledge and experience with teachers from other cultures and languages. In addition, to be able to take advantage of the best practices in order to try to reproduce them in my workplace and reduce inefficient methodologies, if necessary. Therefore, the following report provides a concise account of the participant's experience and experiences during her job shadowing programme that the Erasmus+ Jobshadowing programme has granted her through the institution I work for, IES José Zerpa.

The context in which this programme takes place is in the municipality of Sorrento, Italy, specifically in the Higher Polytechnic Institute of San Paolo, which specialises in two professions, Tourism and Administration. The centre has 1893 students enrolled. Sorrento together with Naples, Positano and Amalfi form a natural site and biosphere reserve known as the Amalfi Coast.  The programme takes place during the school days of the students who are preparing to complete their training. Students range in age from sixteen to twenty years old in the choice of a vocational profession. As in Spain. Compulsory education is compulsory until the age of sixteen.

The experience of interacting in another language, Italian and English is a challenge for the development of communication skills, both for the students and for myself. In the CLIL classroom I observe that the languages they use are Spanish and English. In my intervention I answer the questions they have prepared for me about the Spanish education system. In addition, I explain differences and similarities between our education system, culture, and traditions.

In the STEM classroom, students present their first-prize winning project in their category for its innovation and practical application in real life. In this classroom, students are totally autonomous, they let themselves create and take care of the technological material themselves. The students programme under the supervision of the teaching staff, using the method of group creation and project-based and collaborative learning. The explanation and development of the class is the responsibility of a disciplined student body and this facilitates the quality and meaning of this learning.

During my stay at the San Paolo Institute, I had the opportunity to meet and interact with other colleagues who are developing their Erasmus Scholar programme. The school Igs Süd, Francoforte, with approximately 620 students, we exchanged experiences and knowledge about the educational system, the methodologies applied in the classroom, reaching the conclusion that the students are the ones who take an active part in it to develop and enhance their skills. On Sunday, we used it to share and evaluate projects in the year 2023-24 of Erasmus between both institutions.

Mariella Nica, head of the Erasmus programme at the school, has created an innovative classroom dedicated to communication. She, among other things, is a journalist and promotes communication and public speaking skills with a classroom created and designed for this purpose. In my case, I was interviewed by the students of the last graduation year, whose script of questions had been prepared by the students. In the same way, the colleagues from Germany were interviewed with the aim of enabling the student viewers and listeners to understand similarities and differences in the way they teach or relate to the teaching staff. The students write their report on my intervention and that of my German colleagues in the newspaper: https://www.sorrentopress.it/studenti-tedeschi-al-san-paolo-di-sorrento-per-lerasmus/

“All’Istituto San Paolo di Sorrento, si sono appena conclusi, come sempre tra lacrime, abbracci e la promessa di rivedersi prestissimo, ben due meeting Erasmus+: il jobshadowing con la docente di Economia Aziendale Marisa Hidalgo Penate, della scuola Ies Josè Zerpa di Las Palmas in Gran Canaria, ospite per una settimana presso il San Paolo per conoscerne il funzionamento e l’organizzazione, e il partenariato tra studenti con la scuola Igs Süd di Francoforte sul Meno, a cui hanno partecipato alunni delle classi 5A e 5AM dell’indirizzo turistico dell’Istituto polispecialistico San Paolo.”