Can Erasmus+ mobilities for schools affect teachers? The case of teachers in the Netherlands

This article investigates how mobilities for teachers’ professional development within Erasmus+ KA1 projects may have affect teachers’ professionalism and identity. A multiple case with two Dutch teachers in context was conducted drawing on interviews, biographical narratives, and focus group data, to explore if and how these continuing professional development (CPD) experiences influence shifts in identity, professionalism, and engagement with school culture. A key finding reveals that mobilities foster deep pedagogical reflection and a reimagining of European teacher identity with participants reporting a connexion between personal and professional growth. However, the full success of Erasmus+ as a CPD instrument seems to hinge on its ability to move beyond isolated experiences and become part of a broader school-wide strategy for improvement. The study contributes to ongoing debates about the role of biographical narratives, mobility, and reflective practice in shaping a possible concept of a ‘European teacher’ and sustaining meaningful professional growth.