Concevoir et développer des échanges virtuels pour les programmes de formation des enseignants

Abstract

This article delves into the conceptualization, implementation, and effects of a virtual exchange initiative aimed at fostering internationalization within teacher education programs at both an Austrian and a French university. Utilizing a design-based research methodology, our study initially focused on identifying the most effective framework for the intervention and assessing its outcomes. Subsequently, we investigated the perspectives of student teachers regarding their experiences with the initiative. Data collection employed a variety of methods, with analysis conducted through qualitative content analysis. Our findings indicate that for virtual exchange to effectively promote internationalization, it must be integrated into the core of teacher education programs. Engaging in virtual exchange encourages student teachers to envision themselves as part of a broader European teaching community, thereby broadening their sense of identity and belonging. Consequently, virtual exchange initiatives have the potential to prompt stakeholders in teacher education to reconsider the intersection of internationalization and digital transformation, paving the way for innovative approaches in teacher training.