My Job Shadowing Experience at IES Albujaira, Huércal-Overa, Spain (6–10 April 2026)

erasmus+

Adriana-Cristina UdroiuLiceul Voltaire, Craiova (Dolj)23 oct.

Between 6 and 10 April 2026, I participated in a job shadowing mobility at IES Albujaira, a secondary education institution located in Huércal-Overa, Spain. This experience was carried out within the framework of the Erasmus+ programme and represented a valuable opportunity for professional development, international cooperation, and the exchange of good practices in the field of education. It enabled me to observe the functioning of a Spanish educational institution, learn from the professional experience of its staff, and explore innovative approaches to school leadership, educational management, teaching, and learning. Furthermore, the mobility contributed to strengthening intercultural awareness, promoting European values, and identifying opportunities for future cooperation between educational institutions.

One of the main objectives of this activity was to develop leadership and management skills, with particular emphasis on effective communication, team building, decision-making, problem-solving, and conflict resolution. Through observing the daily work of the school management team, attending meetings, interacting with teachers, and participating in various school activities, I gained a deeper understanding of how leadership is exercised in a European educational context. Particular attention was paid to the ways in which school leaders establish priorities, distribute responsibilities, coordinate staff activities, and ensure that institutional objectives are aligned with the needs of students and the wider school community.

The experience also highlighted the importance of collaborative leadership and participatory decision-making. Observing interactions between school leaders and teaching staff provided useful insights into how open communication, mutual respect, and shared responsibility contribute to a positive organizational culture. I was able to identify strategies for encouraging teachers to contribute to school development, facilitating teamwork, and addressing professional disagreements in a constructive manner. These observations reinforced my understanding that effective educational leadership requires not only organizational and administrative competence but also empathy, flexibility, active listening, and the ability to motivate others. The knowledge acquired during the mobility can support the improvement of management practices in my own institution, particularly in relation to strengthening staff cooperation, fostering a supportive working environment, and promoting a shared vision of educational development.

Another important objective was to acquire practical tools and strategies for planning, coordinating, and managing curricular and extracurricular activities effectively. By observing classroom practices and the organization of school life, I gained valuable insights into the relationship between curriculum planning, teaching methodologies, student participation, and the achievement of educational objectives. The activities observed provided opportunities to explore how teachers structure lessons, adapt learning tasks to students' needs, use different instructional resources, and encourage active participation. Particular interest was given to student-centered approaches, interactive learning, cooperative work, and interdisciplinary activities that connect theoretical knowledge with practical situations.

In addition to classroom learning, the mobility offered a broader perspective on the role of extracurricular activities in supporting students' academic, social, and personal development. Such initiatives can enrich the educational experience by encouraging creativity, communication, teamwork, responsibility, and intercultural understanding. Observing how these activities are integrated into school life helped me recognize the importance of careful planning, effective coordination among staff members, and the involvement of students in meaningful educational experiences beyond the classroom. The examples and practices identified at IES Albujaira provided inspiration for developing or adapting similar activities in my own educational context, taking into consideration local needs, available resources, and institutional priorities. In this way, the mobility contributed to broadening my methodological perspective and strengthening my capacity to design engaging, inclusive, and relevant learning experiences.

A further objective of the mobility was to improve the language skills required for active participation in Erasmus+ activities and international educational cooperation. Working in an international environment provided authentic opportunities to use English as a means of communication in professional and informal situations. Through discussions with teachers and other members of the school community, participation in meetings, observation of classroom activities, and exchanges of ideas about educational practices, I had the opportunity to develop my fluency, listening comprehension, vocabulary, and confidence in communicating in English. These interactions also helped me become more aware of the importance of clear, appropriate, and culturally sensitive communication when collaborating with colleagues from different educational and linguistic backgrounds.

Furthermore, exposure to the Spanish language and everyday communication within the host institution contributed to developing basic communicative competence and a better understanding of Spanish culture and educational practices. Even informal interactions offered valuable opportunities to recognize similarities and differences between the two educational systems and to appreciate the role of language learning in promoting mutual understanding. Improving foreign language competence is particularly important for participating effectively in international projects, establishing professional relationships with European partners, sharing expertise, and supporting students in preparing for their own international mobility experiences. The language-related dimension of the activity therefore contributed not only to personal and professional growth but also to the development of a more international and collaborative perspective on education.

An additional benefit of the job shadowing experience was the opportunity to exchange good practices and reflect critically on the similarities and differences between the Spanish and Romanian educational contexts. Observing another school's organizational structures, teaching approaches, and professional relationships encouraged me to reconsider familiar practices and identify areas where new ideas could be introduced. This comparative perspective is essential for continuous professional development, as it allows educational professionals to learn from different institutional experiences, assess the relevance of alternative approaches, and adapt successful practices to their own working environments rather than simply reproduce them.

The mobility also reinforced the importance of European cooperation in education. The Erasmus+ programme creates opportunities for teachers, school leaders, and other educational professionals to build partnerships, share expertise, develop intercultural competences, and contribute to improving the quality of education across Europe. By participating in this experience, I gained a clearer understanding of how international mobility can support institutional development, encourage innovation, and strengthen the European dimension of teaching and learning. The professional contacts established during the visit may also provide a foundation for future collaborative initiatives, including joint projects, the exchange of educational resources, and further opportunities for staff and student mobility.

Overall, the job shadowing experience at IES Albujaira was a meaningful and enriching professional learning opportunity that contributed to the development of my leadership, organizational, pedagogical, linguistic, and intercultural competences. It enabled me to observe educational practices in a different national context, reflect on my own professional experience, and identify practical ideas that can be adapted to improve teaching, school management, and cooperation among colleagues. The knowledge and insights gained during the mobility will support my continued professional development and encourage me to contribute more actively to the improvement of educational quality within my institution.

In conclusion, this Erasmus+ mobility demonstrated the value of international collaboration as a means of promoting innovation, professional growth, and the exchange of effective educational practices. The experience strengthened my motivation to pursue further learning opportunities, develop sustainable partnerships with European colleagues, and integrate relevant approaches into my own educational context. By sharing the knowledge acquired with colleagues and applying the most suitable strategies in everyday practice, I hope to extend the benefits of this mobility beyond the individual level and contribute to building a more collaborative, inclusive, and internationally oriented school environment.

shadowing, erasmus, experienta, dezvoltare, invatare, oportunitate

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