This paper addresses the perceptions of a group of 23 pre-service teachers (PSTs) at the University of Porto (UP), Portugal, who attended a course about internationalization in school contexts (2024/2025 school year). The course was taught by a group of teacher educators following their participation in the DITE – Diverse Internationalization of Teacher Education Erasmus + Project. The main goal of DITE is to promote the integration of the internationalization dimension in pre-service teacher education, by fostering PSTs’ critical awareness of current challenges related to diversities (cultural, linguistic, religious, social, economic, etc.) in various educational contexts, and by highlighting processes of internationalization “at home”.

The course (3 ECTS, 21 hours of contact) was implemented over three sessions and divided into six modules: introduction, concept of internationalization, intercultural communication, inclusive internationalization, internationalization of teaching and learning processes, and presentation and discussion of student work. The PSTs worked arranged in five heterogeneous groups, considering the diversity of background areas (Mathematics, Biology and Geology, History, and Physical Education). Classes were based on participatory dynamics and project work. PSTs were assessed throughout a digital poster (proposing an activity or dynamics that promotes the dimensions of internationalization in school practices) and subsequent oral presentation and discussion.

Under a qualitative approach, data for this paper were collected through field notes of participating observation, and PSTs’ answers to an open-ended questionnaire (13 respondents). Here, we focus on some of the questionnaire items that shed light on the PSTs’ perceptions about the course: why they decided to enrol in the course, what characterized their path throughout the course, their most memorable moment along the course, and their views on the implications of such a course on the university and on teacher education in general.

Most PSTs enrolled in the course to complete credits, but also to gain knowledge and insights on the topics covered, namely internationalization, diversity, and interculturality. PSTs engaged significantly in the various proposed dynamics of reflection and discussion of the topics addressed. They were encouraged to work with colleagues they did not know and to appreciate the potential of the diversities experienced within their training in present and future work contexts. Most PSTs identified the poster presentation and discussion session as the most memorable moment of the course, because they could apply the knowledge gained and reflect on the challenges that arise when attempting to implement internationalization in educational settings. They generally agree that the course encourages (future) teachers to be critical, flexible, and empathic, able to work collaboratively and to communicate interculturally. Yet, schools can only become inclusive, equitable spaces that respect and value diversity if leaderships at all levels – both senior and middle – are truly committed to this urgent and necessary change.

Keywords: Teacher education, pre-service teachers, internationalization, diversity.