Diana Wernisch

Diskrepanz zwischen Interesse und Realisation von Auslandsaufenthalten im Lehramtsstudium

Shortlink: https://www.waxmann.com/artikelART102344

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Abstract

Study-related mobility, as one of the elements of internationalization, plays a particularly important role in the European higher education context due to its potential positive effects such as the development of intercultural competences and the international transfer of knowledge. Programs like Erasmus+ aim to contribute to the goal that more graduates in the European Higher Education Area acquire international competences during their studies. While the acquisition of international competences is also considered highly relevant for future teachers, data indicates that their participation in mobility programs is underproportionate. Empirically-based explanations for low participation have, however, largely been lacking. This article is therefore based on an empirical study of temporary study-related mobility (e.g., exchange semesters) in teacher education and focusses on results that reveal some major obstacles to student mobility in teacher education programs.

Keywords
Internationalization, student mobility, teacher education, Erasmus+