Abstract
This paper examines, using the Erasmus+ project ProLernen as an example, how internationalisation in educational science can be understood and how it contributes to the professional development of prospective educators. The project aimed to develop the phenomenological vignette used in qualitative research, into a fruitful tool for professionalisation in diverse educational contexts. Its implementation at the Free University of Bozen-Bolzano is presented and evaluated through the analysis of student portfolios, revealing how the vignette fosters professional growth by sensitising students’ perceptions. The paper concludes by discussing limitations of the project – such as the predominantly one-sided reception of German theoretical traditions – and by highlighting its potential, including the establishment of a new understanding of professionalisation within the context examined.