"Teacher Academies can create a genuine impact.”

Dr Vanderbeke, the "Professional School of Education" and you were among the first to launch and coordinate an Erasmus+ "Teacher Academy". What motivated you?

Dr Marie Vanderbeke: Our initial motivation for applying to the "Teacher Academy" was driven by its thematic focus. Cross-curricular issues such as sustainability, democracy education and digitalisation are becoming increasingly important in schools. However, student teachers and practising teachers are still only partially prepared to effectively integrate these topics into their lessons. We therefore sought to collaborate with stakeholders across all stages of teacher education, while also engaging in international exchange with European partners. Our goal was to share best practices and develop a European syllabus that would better embed these cross-cutting issues in initial teacher training, continuing professional development, as well as in the classroom. 

"Teacher Academies" facilitate collaboration between education professionals from various European countries. How does this collaboration benefit trainee teachers, and to what extent does it encourage international exchange?

Carina Fazius: Various stakeholders in education contribute ideas and practices from their respective national contexts into a broader European discourse. Within the project consortium, participants collaborate to remove barriers to mobility and create conditions that ensure learning outcomes are formally recognised. Ultimately, it is tomorrow’s teachers who stand to benefit from the innovative approaches developed by the "Teacher Academies", gaining opportunities for European exchange and mobility during their studies, both in person and virtually. These experiences can, in turn, influence teaching methods in schools and positively enhance teachers’ professional motivation.

There is considerable interest among German higher education institutions in the Erasmus+ "Teacher Academies". How would you explain this high level of interest, Ms Fazius?

Carina Fazius: The "Teacher Academies" provide German higher education institutions with an excellent opportunity to examine and shape teacher training from a European perspective. Exchanging ideas with colleagues from other countries is considered highly beneficial. EU funding of up to € 1.5 million per project is also extremely attractive from a financial perspective, providing scope for numerous joint activities. These include developing innovative European learning modules for teacher training and continuing professional development, or increasing mobility through initiatives such as summer schools and study visits for students and teachers. 
For several years now, many German higher education institutions have been focusing increasingly on the internationalisation of teacher education through the DAAD's Lehramt.International programme. The first call for proposals for the Erasmus+ "Teacher Academies" in 2021 came at just the right time, leading to successful participation in Germany.

Dr Vanderbeke, the funding period for your project "Towards a European Syllabus in Teacher Education" (TESTEd) ended in late 2025. What does the future hold for TESTEd now?

Dr Marie Vanderbeke: To ensure that the project’s impact endures beyond the funding period, we are committed to openness and networking. All materials have been published as "Open Educational Resources" and are being shared through European and national platforms. Additionally, the results are being directly integrated into degree programmes, further education courses and new initiatives at partner institutions – from revised curricula to "Massive Open Online Courses" (MOOCs) and international collaborations. One example is the new Lehramt.International project at PSE "Professional School of Education" (PiStEⁿ), funded by the DAAD. We are also continuing to nurture the partnerships that have developed to ensure that the created approaches remain dynamic and continually evolve.

How vital was the financial support from the European Commission to the success of TESTEd?

Dr. Marie Vanderbeke: A project of this scale would not be possible without EU funding. In particular, financial support is crucial for facilitating networking among the stakeholders, allowing partners to meet in person and engage in deeper, more intensive dialogue. Such projects also involve substantial work, so funding is necessary to support staff in effectively coordinating and implementing the project. 

What advice would you give to people involved in teacher education who want to apply for funding as a "Teacher Academy"? What criteria determine whether the European Commission selects an application for funding?

Carina Fazius: The "Teacher Academies" are part of the Erasmus+ Partnerships for Excellence. The application process is highly competitive, with funding awarded only to outstanding proposals. We recommend that higher education institutions begin preparing their applications early and take advantage of the advisory services offered by the NA DAAD. When drafting an application, it is essential to demonstrate the project’s relevance and align it with the thematic priorities of the funding scheme. A thorough needs analysis must also be conducted and innovative approaches must be incorporated. Equally important is assembling a diverse and committed consortium that can deliver the project’s objectives convincingly. This should include higher education institutions, schools, policy-makers and other stakeholders in teacher education and professional development. 

Four calls for proposals were issued for the "Teacher Academies" under the 2021–2027 Erasmus+ programme. However, there will be no call in 2026. Why is it essential that this programme series continues?

Dr Marie Vanderbeke: "Teacher Academies" can create a genuine impact by fostering collaboration among all stakeholder groups involved in teacher education – while also promoting international exchange. These projects not only strengthen international networks and encourage wide-ranging, cross-sectoral cooperation within teacher education. 

Carina Fazius: "Teacher Academies" provide higher education institutions with excellent opportunities to promote the internationalisation of teacher training. Interest in this remains high, as does the need for teachers with strong intercultural skills to work in increasingly diverse classrooms. Today's teachers must be able to adopt different perspectives. As well as teaching the traditional curriculum, they must increasingly address topics such as digitalisation, sustainability, linguistic diversity, inclusion and participation. The "Teacher Academies" provide a variety of solutions for incorporating these cross-border, cross-cutting issues into school lessons.

Questions asked by Volker Frechen.