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This contribution provides an overview of different facets that can be developed or promoted in exchange stays andthat are specific for teachers. By systematizing the available findings with a conceptual approach, it assigns themajority of the findings to three different facets of teaching-specific ‘intercultural competencies’: It indicates apotential to develop professional knowledge, teaching-specific beliefs as well as motivational orientations that allowstudents to engage actively in challenging intercultural situations. The overview uncovers a range of methodologicalconstraints in the prevailing literature and reveals an urgent need to add more solid evidence specifically in thecontext of teacher education.

Between Myths and Facts: The Contribution of Exchange Experiences to the Professional Development of Teachers