Description of the activity:

During this LTT, teachers from each partner country came together in Denmark. At 1st LTT, the participant teachers were informed about the research period but after collecting the data, it was necessary for teachers to come together and create a poster with the compiled data. Before this LTT all the data gathering procedure was accomplished. In the first day of this LTT, the data gathering procedure and the results were discussed. To ensure that all the partners were prepared, data and analyses were shared on twinspace before the proper meeting. As a second session in the same day, each country provided examples of academic posters and presented them to the partners. This session was lead by the host country. On the 2nd, 3rd and 4th day, all the partners were working on the data to make an academic poster and the calendar of the project. It was important to do this activities collaboratively because it would allow the teachers to make a reflective exchange around practice with a continuous analysis of the work. On the last day, the written parts were compiled. Also there were 2 sessions that were organized by the host country about the dissemination activities and there were also discussions about the sustainability of the project.

The Turkish Partner, Çağdaş Schools, had collaborations and consorsiyums between universities, thus , this school worked collaboratively with the coordinator to ensure the quality of this LTT. After this LTT, Turkish Partner will take a feedback from an expert, and make the necessary corrections. So, a feedback will be taken to the research poster from a lecturer who teaches "research techniques in ELT" in local university's English Language Teaching department.

Before this LTT, the teachers worked as "e-coach" to each other. That is they guided one another to reach a specific goal ( to produce a research poster) and share experience ( discussing about the trainings in the first LTT) through an online platform (etwinning) , facilitation and support (throught giving continuous feedback to each step such as data collection and data analyses). This support was before, during and after a physical exchange. Before this LTT, the teachers gathered the data but for not encountering with a problem at that point, they had to share data and analyses on twinspace. This proved that all partners were well prepared, and the results were ready to be elaborated by other partners. The support was face -to - face in LTT via pre planned discussions. At the next step, virtual exchange was used as a complement to our physical mobility. After this LTT, the teachers will upload the poster to twinspace to be evaluated by an expert. Integrating virtual exchanges will promote new competences at individual level. Teachers need to be interconnected in a rapidly changing and world to contribute their students globalization. To develop this culture we need to network and collaborate with other collegues, both at the individual and the organizational level.