The impact of European Policies on teachers' professional development: The Case of Erasmus+ KA2 partnerships

Abstract

The continually increasing participation of schools in European partnerships reflects the broad acceptance, particularly of mobility programs, with the school community. This study aims to examine how these programs affect teachers' professional development. To this end, a specially designed questionnaire was created for teachers with experience in European partnerships. Initially, the survey results highlighted challenges faced by participants, such as the lack of support from colleagues who were not involved in European programs, the time-consuming process of obtaining administrative approval for the mobilities, and the overall effort required to implement the partnerships. Regarding the impact of European partnerships on the participating teachers, the study reveals the role of these programs in shaping a unified European identity for citizens open to intercultural interaction. Additionally, teachers acknowledged the value of the experiences gained through their participation in European partnerships, which bolstered their self-confidence and contributed to their professional growth. Furthermore, the participants enhanced their soft skills and broadened their repertoire of educational practices by integrating ideas from schools abroad. In conclusion, the study suggests that involvement in European programs enhances educators' professional development in specific areas and strengthens participants' sense of European identity.