Job-shadowing project called Rethinking the Classroom: Active and Engaged Learning and Teaching was created on demand of teachers in order to gain new and fresh ideas on teaching their subjects at our school. The aim of the project was to organize seven job-shadowing activities in three European countries - Bulgaria, Latvia and Turkey focusing both on methodology for language teaching (Russian, German and English) and professional training (ICT, maths). Particicpants were teachers with university diploma in English, Russian and German languages, maths and ICT, some of them having experience with international projects, some of them taking part for the first time (English and Russian teachers). Main activities included following phases: a. preparation, b. realisation c. evaluation d. dissemination. Preparatory activities covered communicating with shadowing/shadowed teachers via eTwinning platform, preparatory internal trainings. Realization stage included the shadowing of the chosen subjects in the partner´s classroom, where teachers focused on usage of aids, ICT tools and applications, organization of the teaching unit and discussion with management and shadowed partner teacher. To ensure a common methodology, job shadowing was realized by the means of non-participating observations of classes, the data were collected and written down onto class inspection forms. As a bonus, each Czech teacher realized at least one teaching unit, many of them even participated in international conferences during their visit. Evaluation activities included sharing evaluation form, analysis of teaching units, discussion with management/shadowed teacher and when back in the school discussions with other colleagues. The main dissemination activites are the handbook of good practices on TwinSpacce, final presentation conference, articles in media. During and after the job-shadowing week the teachers: - observed and later transferred good practices of the partner teachers -monitored the way of evaluation of students´ progress via discussions with local teachers - learned about the school environment - included at least one teaching assignment at partner school This also enabled teachers to exchange experiences and introduce good practices into their teaching units. Also, the project in great deal stimulated cultural awareness and, thanks to great experiences from this project, motivated participants to take part in more international experiences in future, for example in the field of student mobilities and international internships.