Abstract (EN):
This study aims to contribute to the growing literature on teachers' mobility by exploring perceptions and motivations to join
these activities, in particular through the collection of evidence on the impact a first and only exchange experience has had on
the participants. The research adopts a qualitative methodology in the form of phenomenological interviews with 6 teachers
that engaged on only one mobility initiative. The interviewees shared their personal impressions on mobility, including
reasons, facilitators, and outcomes of the experience. Bureaucratic, financial and residual professional impact, are among the
most cited inhibitors for repeating the initiative. However, most of the participants expect to be become involved again on
mobility assignments someday, especially teachers that identified greater impact from this first experience. The analysis
provides interesting clues for international offices, Erasmus coordinators and university top managers, who devote
considerable effort to the promotion and support of mobility practices.
Language:
English
Type (Professor's evaluation):
Scientific
No. of pages:
8