The role of transient transnational communities in the CPD of teacher educators: An analysis of European education policies and practices

Abstract

Teacher education is increasingly shaped by globalisation, yet little is known about teacher educators’ engagement in transnational collaboration within short-term, project-based communities. Drawing on a multi-stage document analysis, this paper examines how transient transnational communities (TTCs) are addressed in European policies and project records. The findings show that while policies emphasise collaboration, they rarely offer concrete guidance. Project data reveal that trust, dialogue, and informal exchange are essential for co-constructing shared goals under time-limited conditions. However, institutional and structural support remains inconsistent. This paper argues that TTCs provide spaces for professional learning for teacher educators but require targeted scaffolding.