Research on the effects of exchange programmes has a long tradition (see overview in Pettigrew, 2004, p. 770). An overview of the specific literature on outcomes of student mobility stresses the fact that the highest values in terms of outcomes are found in the area of cultural enhancement, personality development and foreign language proficiency (Kehm, 2005, p. 21; Maiworm, Steube & Teichler, 1993, p. 110). Subjective ratings of personality development due to intercultural contact document enhancements of independence, flexibilty, self-esteem, sociability and tolerance (Eichhorn, Feroiu, Marin & Ollinger, 2002, p. 40). Some recent studies indicate that student mobility programmes may affect the cross-cultural sensitivity of the participants. Furthermore, they may foster intercultural competence and reduce anxiety in interacting with people from different cultures (Hammer, 2005; Anderson, Lawton, Rexeisen & Hubbard, 2006). In general, there are more in-depth assessments with regard to the effects on personal development than with regard to professional aspects (Thomas, Kammhuber, Chang & Ehret, 2001, p. 9). However, there is a considerable body of evidence relating to economic aspects of exchange programmes. The significant CHEERS-Programme (Careers after Higher Education – a European Study) for instance shows the following results: students who participated in international exchange programmes work more often in international companies, they have a higher income, they find their first employment after their final exams sooner and they have more developed job-specific language skills than students without exchange experiences (Jahr, Schomburg & Teichler, 2002, p. 49). Against this background, a study focussing on teacher-specific effects of exchange programmes promises to produce innovative results. As mentioned above, the existing body of research has identified that the participation in exchange programmes may enhance indirect competencies (secondary competencies) such as flexibility, self-efficacy as well as the ability to work under pressure or to communicate with people from different cultures. However, given the strong presence of international student mobility programmes in teacher training institutions, it is of particular interest to focus on direct effects for teaching. As a consequence, the present project aims to identify direct outcomes of exchange programmes for the teacher profession. Which attitudes and which competencies specific to the teaching profession may be affected by the participation in an international student mobility programme?

The present paper features the first part of an extensive research project that assesses the teacher-specific impacts of the participation in student exchange programmes. In this first part, the relevant competencies and attitudes that may be subject to change are identified. For this reason, respective learning fields are defined by analysing the experiences of students that already participated in exchange programmes (n = 15). In a first step, an analysis of the final reports of these students will be realised (Wolff, 2004). In these final reports, the students reflect on their participation, on their experiences and their learning effects. On this basis, focussed interviews will be carried out in a second step (Lamnek, 2005). With this approach, it is possible to deepen students’ reflexions on their experiences and their learning effects. On the basis of the respective analyses, competence models for the competencies that are identified as subject to change will be developed and discussed with experts (n = 5). At a later stage of the project, the effects of participating in exchange programmes will be empirically assessed on the basis of these competence models.

At the conference in September, the results of the first part will be presented. These results will show which teacher-specific learning fields have to be considered for an empirical analysis of the effects of exchange programmes. Some competence models are expected to be presented and discussed.