The ERASMUS+ teacher education: impact on participating centers

The Erasmus+ program promotes the professional development of teachers in the European educational field through its various training options. The objective of this research focuses on knowing and analyzing the reasons that influence the selection of a country, partner or training company and compare to what extent these reasons influence the final impact of the project in the center of origin. To do this, a review is made of the different training options available for teachers within the Erasmus + program, focusing on the educational field and, especially, in the School Education sector. Likewise, the impact that Erasmus+ causes in the schools in which it is carried out is described and analyzed. Through the use of semi-structured interviews, and with a qualitative approach, the voices of the participants have been collected and analyzed based on the research questions, subsequently proceeding to the analysis of the extracted data, the results of which have made it possible to answer the questions. initial questions and open new avenues of investigation. The results reveal that the participants choose their partners because of the possibility that they will be trained in the specific topic or specific training embodied in the project presented and because of the good references received about other countries, schools or other organizing companies. In addition, the greatest impact on the participating school is related to the change or modification of the pedagogical methods and the educational resources used after the return of the teacher training mobilities. On the other hand, an attempt is made to project the repercussions of the program to promote participation in it, considering Erasmus+ as encouragement, a path, a tool and a means for the professional development of teachers (European Commission, 2020b).