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|Title:||Teacher mobility through the lens of the theories of reasoned action and planned behavior|
Amaral Santos, Cláudia
Pinheiro, Margarida M.
Paiva Dias, Gonçalo
Theory of Reasoned Action
Theory of Planned Behavior
|Abstract:||Internationalization is a broad concept encompassing multiple facets. Higher Education Institutions (HEI) collaborators are key actors of the internationalization process and outcomes, being essential for education managers to promote internationalization initiatives, namely among their teachers. Nevertheless, the literature indicates that the number of teachers involved in those initiatives is still modest. It is therefore of utmost importance to understand how teachers initiate and maintain mobility assignments, so that HEI can implement effective strategies to promote this facet of internationalization. In this paper, we explore the teacher mobility topic through the lens of the Theory of Reasoned Action and the Theory of Planned Behavior. These two theories have been widely used to explain how people initiate and maintain behaviors, and are particularly relevant to understand teacher mobility. The paper includes results from phenomenological interviews with teachers that had one or more mobility experience under the Erasmus programme. The narratives of the participants in the study evidence the importance of prior intentions, attitudes and subjective norms in the resolution to undertake international assignments. Self-efficacy was also shown as determinant in the decision process of first and subsequent mobility initiatives. This paper also provides cues on how HEI can facilitate and encourage mobility experiences amongst their teaching staff.|
|Appears in Collections:||ISCA-UA - Comunicações|
CIDTFF - Comunicações
ESTGA - Comunicações
GOVCOPP - Comunicações
CLLC - Comunicações
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|2017 ICERI erasmus-team.pdf||284.99 kB||Adobe PDF|
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