The changing demands on educational institutions due to social transformations make it imperative for universities to internationalise (Massen et al., 2023). This includes physical mobility, internationalisation of curricula, and the establishment of an international campus culture.

Considering the below-average mobility rates, it seems that this internationalisation is mostly not affecting the group of student teachers (HRK, 2015; Kercher & Schifferings, 2019, pp. 239-249; Stifterverband für die Deutsche Wissenschaft, 2015, pp. 54-55).

Potential sources:

• include unreliable crediting practices,
• lack of curricular anchoring,
• few to no mobility windows,
• special characteristics of the teacher labour market.

Teacher training, in particular, could make use of internationalisation in order to provide the professional competences and global skills necessary for the professional activities of teachers in the 21st century. International experiences in the context of teacher professionalisation presuppose that students perceive the teaching profession as an academic profession. These experiences also offer opportunities for the initiation of pedagogical professionalisation, such as the development of 'transformative competence' (Mezirow, 1997) and the necessary spaces for reflection (see Hansen's 2017 "Profigrafiemodel" professionalisation model for more information).

The University of Passau's internationalisation strategy for teacher training centres around creating inclusive and diversity-sensitive spaces for reflection. The strategy addresses the aforementioned desiderata by utilising available mobility windows and curricular integration opportunities. This includes closely supervised group courses and diverse international experiences on the Passau campus. When it comes to information and counselling, peer-to-peer exchange between graduates and interested parties is becoming increasingly relied upon.

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