Teacher education programs are often described as a field with a weak institutionalization of international dimensions and activities. At the same time high expectations are placed onto teacher education programs and future teachers in terms of building and multiplying the benefits and competences gained from international experiences.

The PhD project traces different models of internationalization in higher education and teacher education policies, among teacher education institutions and students. It assumes that mismatches between rationales and drivers, persuasions and convictions, elements and strategies – different trajectories – provide for tensions and barriers in “internationalizing” teacher education programs.

Admission to the seminar is free