The call for Learning to learn skills development, skills needed in a knowledge-basedsociety, meets resistance in schools for many reasons. The main of them consist in theeducational culture that has been developed during the 200 years of compulsoryeducation based on content transmission and assimilation and in the difficulty ofchanging this culture to a learning-based one at school level when school staff andmanagement do not share the same vision of what learning means. Although at present,many universities offer courses on Learning-to-learn in initial teacher training, thegraduates enter individually in schools as teachersand they adjust to and end in doingthings “as it is done in here”. Additionally, teachers who participate in in-service trainingindividually, when back in schools, they do not have the force to change the culture andstick to the old customs.Our intentions are to collect the good practices of teachers' in-service training (content,methods, formats) in partners' countries and to develop a comprehensive trainingcourse in Learning-to-learn on multimedia support (video, audio, animation & text) witha virtual trainer based on the recent developments and research in Psychology, in orderto help schools (managers and staff) become learning-centred organizations rather thancontent-centred ones..The project will be developed in 7 work packages (Management, Good practices,Development of the Multimedia kit training course and its Support Handbook– in sevenunits: Introduction into the Psychology of learning, Developing motivation and attitudesskills, Assimilating knowledge skills, Processing knowledge skills, Using knowledgeskills, Shaping habits of thinking and Assembling learning to learn skills in theclassroom, Testing and validation, Dissemination, Exploitation and valorisation andMonitoring and evaluation). It will have 28 products and outputs, the main being theReport on Good practices in Learning to learn in partner countries and the MultimediaKit Teacher Training Course with a Virtual Trainer. The main products will be in allpartners' languages and in English as well.The Consortium for the project is formed by educational institutions with differentbackgrounds, complementary experience and staff expertise related to the projectobjectives (universities, teachers and trainers associations, Ngo’s working in education)from seven countries (RO, IT, ES, SE, LT, TR and PL). There are two silent partners inRomania (teacher's trade union and a school inspectorate).The impact envisaged by the project beyond its life time addresses the shift of theeducational culture paradigm in schools across Europe from a content-centredparadigm to a learning-centred one.