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After Mobility: The Long-Term Impact of Study Abroad on Professional Teacher Behaviour

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The Palgrave Handbook of Youth Mobility and Educational Migration

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Abstract

We can be reasonably confident that a teacher with study abroad experience is able to maximize opportunities to transfer study abroad learning insights into teaching practice and ensure that the children in her professional care are provided with opportunities to appreciate multiple perspectives born out of diversity. Given its potential significance, this chapter provides insight into this particular form of internationalization. Since the beginning of this century, research on this topic has mostly focused on the tertiary education domain, leading to various approaches to internationalization in tertiary education being explored. In contrast, this chapter focuses more on the learner, and learning outcomes, recognizing the importance of mobility in sequential levels of education: primary, secondary and tertiary (see Coelen 2016).

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Authors and Affiliations

  1. Centre for Internationalisation of Education, University of Groningen, Groningen, The Netherlands

    Grada Okken & Robert Coelen

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  1. Grada Okken
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  2. Robert Coelen
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Correspondence to Grada Okken .

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  1. ISCTE – Instituto Universitário de Lisboa (ISCTE-IUL), Centro de Investigação e Estudos de Sociologia, Lisbon, Portugal

    David Cairns

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Okken, G., Coelen, R. (2022). After Mobility: The Long-Term Impact of Study Abroad on Professional Teacher Behaviour. In: Cairns, D. (eds) The Palgrave Handbook of Youth Mobility and Educational Migration . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-99447-1_13

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  • DOI: https://doi.org/10.1007/978-3-030-99447-1_13

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