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A multiple case with two Dutch teachers in context was conducted drawing on interviews, biographical narratives, and focus group data, to explore if and how these continuing professional development (CPD) experiences influence shifts in identity, professionalism, and engagement with school culture. A key finding reveals that mobilities foster deep pedagogical reflection and a reimagining of European teacher identity with participants reporting a connexion between personal and professional growth. However, the full success of Erasmus+ as a CPD instrument seems to hinge on its ability to move beyond isolated experiences and become part of a broader school-wide strategy for improvement. The study contributes to ongoing debates about the role of biographical narratives, mobility, and reflective practice in shaping a possible concept of a \u2018European teacher\u2019 and sustaining meaningful professional growth.<\/jats:p>","DOI":"10.1177\/14749041261429525","type":"journal-article","created":{"date-parts":[[2026,3,13]],"date-time":"2026-03-13T04:43:00Z","timestamp":1773376980000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Can Erasmus+ mobilities for schools affect teachers? 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