In recent decades, internationalization has become considerably more important for universities in general and for teacher education in particular. In Europe, bilingual and multilingual regions, the integration of labor markets and the increasing mobility of citizens require the inclusion of an international perspective at different levels in education systems. For students, the Erasmus program has served as a hub for international exchanges among higher education students across Europe since 1987. From 1995 to 2020, the Comenius program supported student, student teacher and teacher exchange. Since 2021, Erasmus+ has merged both program lines, providing future teachers the opportunity to study at international universities. The EU’s (2018) study on the effects of exchange programs highlighted that, at the student level, positive changes occur in terms of their personal development, social engagement, professional perspectives and intercultural openness. However, no explicit remarks are made on student teachers. The overviews by the German Academic Exchange Service (DAAD 2020), also do not separately list the student teacher cohort. Thus, our understanding of this cohort is limited.

Beyond these physical mobility programs, concepts of "internationalization@home" hold potential to make international experiences accessible to those students whose financial and/or time constraints, or other life circumstances, hinder them from pursuing study-related stays abroad – without intending to replace them. This describes a perspective on internationalization that goes back to the Swedish scientist Bengt Nilsson and considers, among other things, the implementation of an international university campus with corresponding language-related offers, the internationalization of curricula and of courses (e.g., digitally enabled joint courses) (cf. ibid., 1999). Nilsson hoped that this form of internationalization would promote transnational, or cultural, sensitivity and competence. Internationalization at Home can foster broader discourse about target dimensions and associated prerequisites for the internationalization of higher education institutions, moving beyond the administrative level (Nilsson, 1999). However, research on the potential of such ideas for the professionalization of teachers is still rare.

Accordingly, the symposium will cover a wide range of topics relating to internationalisation and mobility in teacher training. Firstly, the level of education policy and the practices of recognising qualifications and certificates for the international mobility of teachers will be presented. Against the background of three teacher education systems in Canada, Iceland and Germany, challenges and conditions for success are presented. This is followed by considerations on partnerships between universities for the exchange of students: What conditions must be met to enable an exchange between students?

The organisation of exchanges between international and culturally diverse partners in higher education in South Africa and Germany will be examined as an example. The organisation of an international exchange is associated with the expectation that students will not only benefit personally, but also acquire specific skills that are essential for their future careers. The last two contributions will therefore focus on student perspectives. Contribution three presents the initial results of a longitudinal study on exchange programmes in Bachelor's degree courses, looking at motives and hurdles for studying abroad and on how students can be addressed effectively.

The last contribution describes a trilateral approach on internationalisation of teacher education based on an exchange and research program. This program offers bi- and trilateral exchanges for students in Germany, North Carolina an Ghana, which will be highlighted in specific case studies and discussed against a common developed research framework.

In conclusion, the symposium aims to present and critically discuss key aspects of internationalisation in teacher training.

DAAD & DZHW (2020). Wissenschaft weltoffen 2020. Daten und Fakten zur Internationalisierung von Studium und Forschung in Deutschland und weltweit [Science Open-minded 2020. Data and Facts on the Internationality of Studies and Research in Germany and Worldwide]. Bielefeld: wbv Media. https://doi.org/10.3278/7004002sw European Union (2018). Erasmus + Higher Education Impact Study. Final Report, Luxembourg: Publications Office European Union. DOI: 10.2766/162060 Nilsson, B. (1999). Internationalisation at Home – Theory and Praxis. EAIE Forum, 12. Spring 1999.