One possible way of moving this forward might be to regard the training packages and related items as course modules for a professional development qualification at a European level. This would fit with the European principles for teacher competence, including the suggestion that teachers should be part of a learning organisation, that they should be lifelong learners and that they should be mobile within Europe. This is also in line with ideas about key competences in Europe: http://ec.europa.eu/education/policies/2010/doc/basicframe.pdf
There is of course no European structure for accrediting or administering this type of programme, since the intention of EQF is to bring coherence and transferability to national programmes. Therefore the national partners will have an essential role in arranging provision and accreditation. However, much of the course material could be provided online, with a wiki as the basis of a Europe-wide network for participating teachers and the core of a learning organisation for science education. The process of accreditation and course design would itself have a role in aligning partners' thinking on a number of issues around IBST/E.
The full implementation of such a programme is probably beyond the scope of S-TEAM, since we have neither the time nor the resources to run it, but the next FP7 Call may provide us with an opportunity to submit a proposal.
The table below shows how this might work.
STEPUP - advanced qualification in science education
A separate work package or project would create the structure and align the national accreditation agents
Understanding European policy and the pedagogical field in science education
Development of powerful learning environments for science teaching and learning
Understanding teachers' collaborative work
Mentoring and induction for science education
Introduction to STEPUP and the use of innovative tools for professional development
Dialogic teaching in science education
Sustainable development in science teaching
Use of v-heuristics
Understanding student motivation in science
Argumentation as a key skill in science education
Developing competence in/through scientific literacy
Use of drama