Almost all experts are convinced that ERASMUS mobile teachers are more active after the teaching period than prior to it in international activities of teaching and research and improving their activities on the basis of their experiences acquired during the period of teaching abroad. This holds true for all five areas of activities addressed in the questionnaire: International networking, international perspective in teaching, teaching new contents and methods, conducting work tasks related to the ERASMUS programme and international research activities.
Figure 8 Extent of Changes of the Mobile Teachers Academic
Activities Upon Return as Compared to the Situation before Departure in the View of ERASMUS Experts (percent)
2 17 10 13 15 90 87 98 83 85 0% 25% 50% 75% 100% International networking International research activities International perspective in teaching Teaching new contents and methods
Conducting work tasks related to the ERASMUS programme Ac a d e m ic a c tiv it ie s Percent of experts
About the same More and Much more
Question B1 (teacher): In your opinion, in how far do the following activities of ERASMUS mobile teachers change after their return as compared to the situation before their departure? 5-point scale from 1 = "Much less" through 3 = "About the same" to 5 = "Much more"
Source: University of Kassel, VALERA Survey of Experts 2005.
It should be noted that among those perceiving such changes, about two-thirds do not have substantial changes in mind, but rather moderate ones. Altogether, experts from Eastern European countries more frequently note changes of mobile teachers’ activities upon return than their colleagues from other European regions. Similarly, experts professionally active in ministries and those representing companies and employers’ organisations are more inclined than other experts to assume that mobile teachers intensify their international activities after the teaching period abroad.
3.10.1 Undertaking activities related to the ERASMUS programme
It is generally known that many teachers opt for a teaching period abroad who had been already involved actively in various ERASMUS-related activities. Most experts believe that the teaching period abroad will lead to even more frequent and more intensive activities in this domain. The experience of being mobile and living in a foreign country helps and motivates to be a counsellor or advisor for ERASMUS students and teachers. Former ERASMUS teachers often work as promoters for the ERASMUS programme. Some experts also report that mobile teachers are working as representatives of the home institution at the host institution and prepare and broaden the cooperation.
The majority of respondents assess an ERASMUS teaching period abroad as having an impact on the teachers' activities and involvement in the ERASMUS programme after
returning. More than 80% see a positive change and argue that teachers get more involved, motivated and enthusiastic about the programme after they themselves have experienced it. Critical comments represent the nearly 15% of experts assessing that there is no difference. They argue that the involvement does not change because of participation in the programme but is merely determined by personal characteristics and engagement.
3.10.2 Teaching new contents and methods
Most experts note a positive change on the usage of new contents and methods in teaching after returning. Various experts point out that teaching abroad and the contact and discussion with foreign colleagues stimulates the teachers to develop new substance and methods in order to improve teaching and learning at home. Most comments formulated aim to describe this creative consequence of the teaching experience abroad. The majority of experts assess that an ERASMUS teaching period abroad has a positive impact on the teachers with regard to teaching new contents and methods after return. Still, the analysis should be more differentiated. Firstly, method and contents are two different concepts. The open comments refer mainly to both, whereas the last comment remarks that introducing new contents is easier than introducing new methods. Secondly, the already stated differentiation between gain of new knowledge of new teaching methods and the actual application of that knowledge at the home institution needs to be considered.
3.10.3 International perspectives in teaching
The majority (90%) of respondents believe that mobile teachers put "more" or "much more" international perspective into their teaching after return. Various experts point out that formerly mobile teachers are likely to contribute to a stronger international dimension of teaching through increased use of foreign textbooks and other foreign publications. Other respondents take a wider perspective and refer in their answer to a broad range of international views, comparisons, theories and good practices.
3.10.4 International research activities
International research activities are working tasks where the experts surveyed perceive a relatively lower change after returning than in other areas. Still, more than 83% think that "much more" or "more" international research activities are conducted after the ERASMUS teaching period than before the departure. These experts who are noting increasing international research activities mention the possibility of improving international networking during an ERASMUS stay, the possibility of learning about new research projects in the host country and the gained international experience which helps when writing a proposal for an international project.
The more sceptical remarks by experts are similar to those regarding other possible consequences of teaching staff mobility: the period of teaching mobility is too short to have a major impact, those teaching abroad were already highly active and international prior to teaching abroad and it depends on the personality of the mobile teachers.
3.10.5 International networking
Positive changes in sense of much more or more international networking of mobile teachers after their return to the home institution is supported by the wide majority of the surveyed experts. Experts who are providing comments on increasing international networking after the teaching period abroad name either major areas of activities, e.g. invitations to international events, joint publications etc., or providing examples for successful networking.
Some respondents underscore that teaching abroad does not only trigger off the networking between individuals but also between institutions. They state as examples the development of inter-university networks, bi-lateral agreements and a more intense contact in general.
All experts assess an ERASMUS teaching period has a strong positive impact on the international networking. The comments underline the 98% approval of the standardised question and emphasize that international networking is a very important point which has an influence on future research contacts and invitations to scientific events. The impact of an ERASMUS supported teaching period on the international networking of teachers is seen by the experts as one of the main advantages of teacher mobility.