Teaching in Upper Secondary Schools with High Migratory Complexity: the European Project QuaMMELOT

The necessity to support secondary school teachers for the educational needs of migrant minors, organize the reception of unaccompanied minors, improve their scholastic-performance, detect their knowledge, and decrease school drop-out, requires methodologies and tools which can develop basic skills through targeted disciplinary paths. The QuaMMELOT Project (Qualification for Minor Migrants Education and Learning Open access - Online Teacher-training) Erasmus KA2, developed an e-learning structured path in training-modules around eight topics within the Moodle platform of the University of Florence that enabled teachers from partner countries (Greece, Denmark, Spain, Italy) to create, develop and adopt innovative teaching methodologies in the school-contexts of reference. In this way we want to respond to the complexity of the school and rethink the role of the teacher as a person capable of reflecting on himself and on society, of doing research as a tutor for inclusion, of carrying out concrete action against discrimination and of promoting active citizenship. Distance learning allows the participation of European teachers within an interconnected system in order to confront everyone with a reality that cannot be avoided for a long time and that must be oriented towards dialogue and cooperation. The paper aims to describe the QuaMMELOT project through the main objectives achieved and the methodological approaches implemented, and to present some significant data from the survey carried out at the end of the training course.