ABSTRACT
The chapter presents the initiatives of four projects (Cologne, Flensburg, Giessen, Ludwigsburg) funded by the DAAD within Lehramt.International (Teaching International) program. The program aims to enhance student mobility as teacher-education students have been identified as reluctant to stay abroad. Since 2020, the project members have actively supported each other in tackling challenges linked to the lack of students’ interest in international exchange (arising from the COVID-19 pandemic) and sharing the lessons learned through maneuvering the digital transformation accelerated by the pandemic. Over the last few years, different digital short- and long-term formats were tested to foster the internationalization of teacher education. Some examples will be introduced and critically reflected upon. Although virtual mobility can be a real alternative to physical mobility, students are slowly considering this as an alternative. The circumstances have led to valuable experience in the field of internationalization at home as well as virtual and hybrid mobility. The chapter discusses (a) virtual mobility and the resulting aspects of internationalization in teacher education, (b) good practice examples for virtual formats, and (c) coping strategies that were found by projects within Lehramt.International program in pandemic times.
