International summer schools for student teachers: Structured learning experiences to support the development of professional competencies

Despite the growing interest in mobility programs, little is known about the effects of short-term formats such as summer schools. This study examines how participation in a two-week summer school contributes to the professionalization of student teachers from Germany, Estonia, and Italy. Based on qualitative content analysis of 12 reflection interviews, we explore professional development moments through the lens of three theoretical approaches to professionalization. The findings highlight the transformative potential of international learning experiences beyond the acquisition of knowledge, skills, and attitudes. In particular, structured reflection processes play a crucial role in fostering meta-reflexivity, introspective evaluation, and the constructive reinterpretation of uncertainty. Additionally, our study underscores the relevance of a clear didactic concept in international learning programs and demonstrates the value of different professionalization theories for analyzing internationalization formats.