The purpose of this paper is to analyze the self-perceived influence of short-term exchanges in schools abroad on future foreign language teacher’s professionalization, regarding professional values and pedagogy and practice. It grasps students’ changes in the perception of values attached to short-term exchanges in a professional setting.,In the scope of the European project SPIRAL, four prospective foreign language teachers attended a two-week internship at schools in another country. This paper explores, resorting to a combined content and discourse analysis, their letters of motivation (two months before the exchange), emails sent individually to the local coordinator (one week after the arrival) and a focus-group interview (two months after the arrival).,Future foreign language teachers change their focus when referring to the values attached to their experiences at schools abroad: from an initial focus on language skills improvement, they come to value the intercultural pedagogic experience they lived, focusing on differences and similarities between professional values and pedagogical practices across the contexts.,A generalized introduction of professional exchange programs, both in pre-service and continuing teacher education, could improve teachers’ perceptions of global structural, educational, political and curricular contexts and demands. It would also help the teachers decenter from educational practices and professional habitus taken for granted, and raise their awareness of what it means to be educated and professionalized in other contexts.,Few studies have focused on short-term exchanges and their impact on teachers’ professional development. The present paper highlights the pedagogical, intercultural and identity-building potential of short-term exchanges in foreign language teacher education.

中文翻译：

---

短期交流中未来外语教师的专业发展

本文的目的是从专业价值，教学法和实践等方面分析国外学校短期交流对未来外语教师专业化的自我感觉影响。它掌握了学生在专业环境中对短期交流所赋予的价值观的变化。在欧洲项目SPIRAL的范围内，四名准外语教师在另一个国家的学校参加了为期两周的实习。本文将结合内容和话语分析，探索他们的动机信（交流前两个月），分别发送给当地协调员的电子邮件（抵达后一周）和焦点小组访谈（交流后两个月）。到达）。，未来的外语老师在参考其在国外学校所经历的价值观时会改变他们的重点：从最初专注于语言技能的提高，他们开始珍惜所生活的跨文化教学经验，着眼于专业价值观与教学方法之间的异同。在职前和继续教师教育中普遍引入专业交流计划，可以提高教师对全球结构，教育，政治和课程环境和需求的认识。这也将帮助教师远离理所当然的教育习惯和专业习惯，并提高他们对在其他情况下进行教育和专业化意味着什么的认识，很少有研究关注短期交流及其对教师专业发展的影响。本文着重介绍了短期交流在外语教师教育中的教学，跨文化和身份建立的潜力。