Introduction: Development and Structure of the Design Principles for Mobility in Music Teacher Education
The design principles presented here are the outcome of an iterative and collaborative process conducted within Work Package 4 of the TEAM project. Drawing on document analyses of existing exchange study plans, qualitative interviews with students, university teachers, and administrative staff, as well as internal workshops and consortium discussions, we have identified key factors that influence the quality and accessibility of mobility experiences in music teacher education (for detailed information see our publications here).
To provide a clear and research-informed framework, the principles are organized into five overarching Design Principle Categories. These categories reflect recurring themes that emerged from our empirical material and are supposed to guide the development, implementation, and evaluation of mobility structures and practices at European institutions that offer music teacher education. The five categories are:
Each principle is formulated as a design-oriented recommendation and includes a description, the underlying need or challenge it addresses, and examples of how it could be operationalized in practice. The principles are not intended as prescriptive rules but as adaptable guidelines to support institutions in shaping meaningful and inclusive mobility experiences. (For further information, please click on one of the categories.)