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Anna Vormann: Who becomes a European Teacher? A Bourdieusian approach to internationalisation in teacher education: A cross-field application of the notion of the ‘transnational habitus

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In an increasingly globalised world, it becomes appaerent that teachers are confronted with new challenges working in more and more linguistically, culturally, and ethnically diverse classrooms. However, there is a significant gap between the diversity of the student body in European countries and a limited diversity of the teaching force, while teachers all over Europe express professional development needs. This is also recognized by policy makers in the European Union, administrators, and scholars alike. Consequently, the EU strategically enforces the internationalisation and Europeanisation of teacher education. This research project tackles these issues by focusing on lived intercultural experience, which scholars describe as a major factor in developing global competences and which is therefore often viewed as a key internationalisation requirement. The analysis will be undertaken through a sociological lens, specifically Pierre Bourdieu´s theoretical framework of social fields and habitus theory. In the center of this study stands the notion of transnational habitus and the question of how it is constituted. Under which circumstances does transnational and intercultural study or teaching experience serve to create interculturally sensitive and globally minded future teachers? In what way do participants develop a (sustainable) transnational habitus and what shapes does it assume? Who develops a transnational habitus? In short: Who becomes a European Teacher?


Meeting number: 121 214 3117; Password: ices

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