Next to held presentations, previous and planned publications, as well as other forms of dissemination, the partners have drafted an outline of a final publication, which will be available 2021. This online book will be edited by Götz Schwab and Mareike Oesterle and published with research-publishing.net. It will include the following contributions:

• Schwab, G. & Oesterle, M. (2021). Introduction
• Mann, S. (2021). Chapter 1
• Oesterle, M. & Schwab, G. (2021). Chapter 2: Developing a Framework of CPD for the Context of Language Teaching and Learning

This chapter will draw on the literature used to develop the framework of Continuing Professional Development (CPD) in the context of the proPIC project. Further, it will present the feedback received from the project partners as well as the participating students collected in course of the project. Based on this, it will present the final version of it that was developed.

• Hoinkes, U. & Clausen, K. (2021). Chapter 3: Getting Curious and Knowing by Transnational Collaboration in Language Teacher Education

The teaching profession and the development of the pupils' skills at school have one thing in common: they live from dynamics and forms of personal commitment. The Erasmus project proPIC has taken up this insight and tried to use it in an experimental study for teacher training. The aim was to realize exchange experiences of student teachers who, on their way to their profession, were to gain international insights into the world of foreign language teaching in order to find out in reflexive processes which standards and measures seem to be most suitable for a continuous optimization of (their own) school teaching activities. Based on a report on the project's special study programme, this article discusses, from a theoretical and methodological point of view, to what extent activities for the internationalisation and digitisation of teacher training form a necessary and constructive basis for continuous professional development in teacher education and later teaching profession. On the one hand, the tradition of pedagogical discourse on this subject area (from Dewey to Meyer-Drawe) will be addressed, but on the other hand, special tools and activities such as iBooks, video recording in classroom, e-portfolios or filmmaking will also be discussed with regard to their efficient use and interplay. Finally, thoughts on the feasibility and sustainability of proPIC's project experience will be presented.

• Schwab, G. & Oesterle, M. (2021). Chapter 4: The proPIC Study Weeks: Experiencing Transnational Exchange

A major part of the proPIC project was the development and implementation of the so-called study week; a 5-days exchange week in which all the participating students took part in. In this chapter we will discuss the results and impact of these events, which took place two times in course of the project. For this, we will include the framework and materials developed by the project partners to present the outline of the study week. To discuss its impact, we will use the collected evaluative data of the partners and students, as well as some fieldwork data (e.g. video- and audio-recordings) that were collected during the study week at different partner institutions.

• Baldwin, R. & Ruhtenberg, T. (2021). Chapter 5: Integrating the Use of Digital and Interactive Tutorials in Language Teacher Education

The chapter discusses both student and project member reactions to using interactive tutorials as part of a study programme developed during the Erasmus Plus Project. Interactive tutorials are documents, software, or other media on the Internet created for the purpose of instruction for any of a wide variety of tasks. The Interactive tutorials used in the programme were in the form of interactive e-books, comprising various approaches and best-practice examples on how to use mobile technologies in second language teaching and learning in addition to the application of various research methods and instruments as well as applications for reflective practices. The chapter includes data produced during the proPIC project in the form of online surveys, online interviews, and discussion groups. E-books have the potential to engage with three key strategic priorities common to most universities: to enhance the student experience and academic outcomes within an increasingly competitive environment; to drive innovation in learning, teaching and research; and to help to use space and human resources more effectively and efficiently. The chapter provides an opportunity to discuss these issues in the light of the proPIC project.

• Whelan, A. & Seedhouse, P. (2021). Chapter 6: Developing an Innovative and Collaborative Assessment Framework

​Increasingly, partnerships in education are used to promote a joint navigation of complex dynamics that emerge in our multicultural and multilingual educational landscape. In course of the proPIC project, each partner adopted an individual approach to integrate the project requirements into their academic programmes, using their own institute’s frameworks of assessment and evaluation, but faced common issues, for example the lack of time to develop, trial and collaboratively research innovative learning and teaching scenarios (Mann & Walsh, 2017). In this chapter, we aim to examine whether commonality can be found across different institutions’ approaches on assessment in language teacher education, and whether elements of individuality in these unique settings can be incorporated into a common framework, which can then be used as a model to be adapted to suit each partner’s needs and requirements. The background of our research was a collaborative development of an evaluation framework using a variety of already existing frameworks, e.g. the CEFR (Council of Europe, 2001) and iPAC (Kearney, Schuck, Burden & Aubusson, 2012). Collecting qualitative data throughout the project we aim to answer the following research question: To what extent does a European partnership retain both individuality and commonality when developing an overall framework for assessment and evaluation that can serve as a basis for partners to devise and use in their individual context in the field of language teacher education?

• Cuesta, A., Batlle, J., Pujolà, J.-T. & Gonzalez, V. (2021). Chapter 7. Approaches to the Development of Pre-Service Language Teachers' ePortfolios

​The aim of this chapter is to describe the scope of the implementation of the ePortfolios of preservice language teachers studying undergraduate or postgraduate courses in five HE institutions within the ProPic project. The analysis focuses on how the ePortfolios of 47 pre-service teachers have been developed and adapted to their specific needs in the different educational institutions. The ePortfolio is the core learning device during the whole programme for the development of the preservice teachers' reflective processes at the start of their Continuous Professional Development (CPD). The study, firstly, describes the input they received through an ebook that introduces how to build an ePortfolio as a learning tool. It then delineates the different didactic actions, based on the appropriation of the concept of ePortfolio as a mediational means in each educational context. And finally, an analysis of the teacher trainees’ ePortfolios is presented showing the variety of learning products in relation to the different digital platforms used, the different didactic actions carried out, and the diverse assessment strategies applied in each academic context.

• Chapter 8 - 12: Research Findings 
• Essay 1-9: Student Contributions
• Schwab, G. & Oesterle, M. (2021). Chapter 13: Conclusion

This publication will further include some transnational essays of students who participated in the proPIC project, presenting some of the main findings and results of the student research projects.