2. MARCO TEÓRICO
3.6. Resultados
Most of the experts surveyed consider mobile teachers upon return to their home institution as more competent than their non-mobile colleagues in all the four areas addressed in the survey. Accordingly, as Figure 7 shows,
• knowledge of structures and modes of higher education in the host country is viewed as better by all experts (among them 50% much better),
• intercultural understanding and competences by 86% of the experts (among them 22% much better)
• foreign language proficiency by 77% (among them 27% much better)
• academic knowledge by 69% (among them 33% much better).
Figure 7 Competences of Former ERASMUS Teachers Upon Return
as Compared to Non-Mobile Teachers in the View of ERASMUS Experts (percent)
31 14 23 77 100 69 86 0% 25% 50% 75% 100% Academic knowledge Intercultural understanding and competencies Foreign language proficiency
Knowledge of structures and modes of higher education in the host country
C o mp eten ces Percent of experts
No difference Better and much better
Question A1 (teacher): At the time of return, how do you rate mobile teachers as compared to non-mobile teachers in the following areas?
5-point scale from 1 = "Much worse" through 3 = "No difference" to 5 = "Much better" Source: University of Kassel, VALERA Survey of Experts 2005.
The results are not surprising, as far as the three aspects of “international competences” are concerned. Here, the experts note somewhat higher competences on the part of the teachers, while they often rated the mobile students’ competences much higher than those of the non-mobile students. This certainly reflects the facts that many mobile teachers were already internationally experienced and competent and that short periods
of teaching abroad of mostly one or two weeks are less likely to have profound effects than the study period abroad of half a year or one year.
As compared to prior surveys of mobile teachers, this expert survey shows a surprisingly high confidence on the part of the experts surveyed that mobile teachers are better than non-mobile teachers with regard to their general academic knowledge. 69% consider the mobile teachers to be superior in this respect which is certainly not generally viewed a prime aim or a prime spin-off of teaching abroad, i.e. almost as many as those noting a higher level of foreign language proficiency.
3.9.1 Knowledge of structures and modes of higher education in the
host country
The surveyed experts rate the impact of the teaching period abroad as very positive on the knowledge of structures and modes of higher education in the host country: 100% of the valid answers agree that the knowledge is better or much better than those of non- mobile teachers.
Asked to explain their rating various experts point out that mobile teachers tend not only to absorb knowledge of the host country, which they acquire through contacts with the staff of the host institution and their own daily experiences. Rather, many of them seem to use it for comparative observation and reflection after returning to the home institution. This comparison is likely to initiate changes.
The experts assess the impact of an ERASMUS supported teaching period as positive on the teachers' knowledge of structures and modes of higher education in the host country and agree, hereby, with results of previous ERASMUS teacher surveys. Despite the high consent about this fact in the standardised part of the question (100%) the open comments express several critical aspects. These critics argue that the impact depends on the preparation before the teaching stay and the overall length of the stay. Furthermore, it is argued that the knowledge is limited to the situation at the host institution. Even so these critics cannot be totally neglected, the overall agreement about the positive impact of the teaching stay displays that all experts think that at least some kind of knowledge gain happens.
3.9.2 Foreign language proficiency
Teaching abroad can contribute so obviously to the teachers’ foreign language proficiency that most experts did not see any need to explain such a notion. Table 4 shows that some of those experts, however, who raised doubt about such a result of teaching abroad (23%), were inclined to explain their critical view in the open comments. These explanations mainly refer to the short period of the stay, a selection or self-selection process as only teachers with a good command of foreign language go abroad for teaching purposes.
Table 7 Foreign Language Proficiency of Former ERASMUS
Teachers as Compared to Non-Mobile Teachers in the View of ERASMUS Experts (percent and number)
Percent Count (n)
Foreign language proficiency
No difference 23 (11)
Better 50 (24)
Much better 27 (13)
Total 100 (48)
Question A1: At the time of return, how do you rate mobile teachers as compared to non-mobile teachers in the following areas?
5-point scale from 1 = "Much worse" over 3 = "No difference" to 5 = "Much better" Out of the 49 valid answers in table 13 only 48 were valid for this sub-question. Source: University of Kassel, VALERA Survey of Experts 2005.
The majority of experts agree that the ERASMUS teaching period has a positive impact on the foreign language proficiency and are, hereby, in agreement with the results of earlier teacher surveys. The general formulation of the question does not specify if this foreign language needs to be the language spoken in the host country, hence, the gain in foreign language proficiency can be in the host country language but will be mostly in one of the lingua franca. Earlier studies have showed that most teaching is conducted in English, French or German. Teachers are not in the same degree as students expected to learn the language of the host country. Furthermore, there is a selection process. The results of earlier studies show that teachers with language competences are more likely to teach abroad5.
3.9.3 Intercultural understanding and competences
The majority of experts assess the impact of an ERASMUS supported teaching period abroad as having a positive impact on the intercultural understanding and competences. They argue that such learning occurs due to the direct contact with foreign students and teacher colleagues. The teacher gets more tolerant and broadminded through his work abroad and his/her experiences of the daily life in a foreign country. Critical aspects are as described the shortness of the stay and the difficulty to separate the effects of the stay from the effects of the selection processes during the application process of the ERASMUS programme. The shortness of the stay is a reasonable criticism as earlier surveys show that the average duration of the teaching stay was slightly over 8 days.6
5
Maiworm, F., Teichler, U., The Academics` Views and Experiences, in: Teichler, U. (edit.), ERASMUS in the SOCRATES Programme - Findings of an Evaluation Study, ACA Papers on International Cooperation in Education, Lemmens Verlags- & Mediengesellschaft mbH, Bonn 2002, p. 148.
6
Results for the 1995/96, 1996/97; 1997/98, 1998/99, in: Maiworm, F., Teichler, U., The Academics` Views and Experiences, in: Teichler, U. (edit.), ERASMUS in the SOCRATES Programme - Findings of an Evaluation Study, ACA Papers on International Cooperation in Education, Lemmens Verlags- & Mediengesellschaft mbH, Bonn 2002, p. 146. .
3.9.4 Academic knowledge
As already pointed out, the proportion of experts not expecting any visible gain of general academic knowledge as a result of teaching abroad is somewhat larger than those not expecting a growth of “international competences“. They argue that the enhancement of academic knowledge is rather limited due to the shortness of the stay.
Table 8 Academic Knowledge of Former ERASMUS Teachers as
Compared to Non-Mobile Teachers in the View of ERASMUS Experts (percent and number)
Percent Count (n)
Academic knowledge (theories, methods, disciplinary knowledge, reflection, etc.)
No difference 30 (15)
Better 37 (18)
Much better 33 (16)
Total 100 (48)
Question A1: At the time of return, how do you rate mobile teachers as compared to non-mobile teachers in the following areas? 5-point scale from 1 = "Much worse" over 3 = "No difference" to 5 = "Much better";Out of the 49 valid answers in table 13 only 48 were valid for this sub-question.
Source: University of Kassel, VALERA Survey of Experts 2005.
Yet, the majority of experts assess the ERASMUS teaching period as having a positive impact on the academic knowledge of teachers. They argue that the teachers get to know new teaching methods abroad; they can discuss teaching methods and contents with colleagues at the host institution and can evaluate their teaching methods by using them in their teaching at the host institution. This assessment confirms the result of the earlier surveys that the teachers assessed their teaching period as being worthwhile for their acquaintance with other teaching methods and the enhancement of the content of their lectures.