Information, consultation, programme dialogue

Interaction with stakeholders in teacher education

Letting the data speak for themselves: studies and surveys as the basis

We have generated new knowledge in the last six years regarding many aspects in the internationalisation of teacher education and have passed this on in the form of various events and publications: this includes analysis of the student survey in 2020/2021 specific to the teaching profession conducted by the ‘Benchmark internationale Hochschule’ (BintHo) project, which makes it clear that there continue to be differences between student teachers and other university students with respect to the motivation and challenges of studies-related international mobility. A survey of European universities in part also indicates that an expansion of student mobility is deemed to be the highest priority in terms of long-term improvements in the internationalisation of teacher training. An analysis of intercultural learning opportunities in the federal states’ teacher training laws and regulations regarding the first state examination indicates where there are similarities and differences among the federal states with respect to the assimilation of internationalisation activities within these laws and regulations. This knowledge forms a very important basis from which to expedite discussions regarding underlying policy conditions relating to higher education. We will therefore during the next funding phase be more closely examining and publishing surveys and studies that relate to programme requirements.

From university to policy discourse

The start of Lehramt.International saw the launch of a new format of dialogue relating to higher education policy at the level of the federal states. The aim of such dialogue is to raise awareness among representatives of state policy and education administration regarding the relevance of internationalisation within teacher education and to evince solutions that strengthen policies and structures. This format involves bringing together staff from the universities’ model projects, the ministries, the unions, the teachers’ associations, student representatives and members of the Landtag to identify opportunities and challenges relating to the internationalisation of teacher education and discuss how it can best be realised.

Dialogue relating to higher education policy has so far taken place in Baden-Württemberg, Bavaria, Brandenburg, Lower Saxony, Saxony-Anhalt and Thuringia. So-called ‘minor interpellations’ concerning the internationalisation of teacher education were heard in two state legislative assemblies following the dialogue. We deem this to be a success given packed political agendas. We will continue to pursue and – where expedient – intensify our dialogue relating to higher education policy in the second funding phase.

I truly value the opportunity for dialogue and interaction, because those who organise and shape internationalisation within teacher education and all those who take the chance of interaction are experts. For policy makers like me, their expertise clarifies the possibilities that the programmes can provide and where specific policy can better support students, higher education institutions and exchange services.

Christian Schaft (Member of the Thuringian Landtag; spokesperson on science, higher education and research for the “Left” political Party)

Networks as a factor in success

International and intercultural experiences for prospective and active teachers is a topic of concern in the education policy of many European countries, not least due to the European Council conclusions in 2020 and the current Erasmus+ generation. Discussions with other intermediary organisations at a European level in the form of a working group enables us to incorporate impetus from other countries into our own activities.

Albeit regular contact with other stakeholders within Germany is also very important: this resulted for example in us joining with the Pädagogischer Austauschdienst (PAD) to provide input regarding the internationalisation of teacher education to the Commission for Teacher Education of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (KMK). We will also in future continue to pursue interaction with other stakeholders and present internationalisation as a constituent element of high-quality teacher education.

Further information and contact

‘Lehramt.International’ – Consultancy, analysis and policy dialogue (Module C)
DAAD working paper: ‘Merkmale und Bedingungsfaktoren von Auslandsaufenthalten im Lehramtsstudium – Auswertung der Lehramtsdaten aus dem Projekt “Benchmark internationale Hochschule” (BintHo)’
DAAD working paper: ‘Prioritäten, Entwicklungsfelder und Maßnahmen zur Internationalisierung der Lehramtsausbildung – Kernergebnisse einer Umfrage an europäischen Hochschulen’

Contact

Jelena Bloch
Programme coordinator, Policy dialogue and accompanying research
bloch@daad.de