The following are institutions taking part in the ERASMUS project: the Akademie für Lehrerfortbildung und Personalführung (Germany, Dillingen), the Pädagogische Abteilung der Deutschen Bildungsdirektion (Italy, South Tyrol, autonomous province of Bolzano) and the Pädagogische Hochschule Salzburg (Austria). The participating institutions’ main task is to offer courses for in-service and pre-service teacher training. We all have to deal with the same hot topic, namely: How can we prepare teacher trainers to meet the demands and face the challenges that arise in the context of digitalization?When hiring new teacher trainers, there is neither a competence profile where important qualifications are described, nor is there some sort of assessment center that can be used as the basis of the selection process. Teacher trainers often come from school backgrounds, i.e. they used to be teachers for children and youths; new teacher trainers have often acquired competences in certain specific fields of expertise in the course of their professional careers. That usually took place in the context of in-service teacher training at local level or even at school level where they learned presentation techniques in an autodidactic way.Additionally, teacher trainers are very heterogeneous with regard to their digital abilities and – related to that – their course designs. In a nutshell: A professionalization for teacher trainers is missing. This has two major downsides: Firstly, the trainers themselves might feel insecure without a role-specific qualification profile and/or lack of know-how. Secondly, the participants of their courses who are former colleagues might not want to accept them as trainers.Consequently, the only prerequisites for being employed as teacher trainers are perennial professional experience, participation in projects and – in some cases – additional qualifications not necessarily related to the tasks ahead.By implementing a more professional approach, trainers can gain knowledge with regard to planning courses as well as self-confidence in teaching teachers in courses that have a lasting effect.We assume that the participants’ willingness to learn, try out and transfer new knowledge is higher, if the teacher trainers act more professionally.In this context, developing a job specification for teacher trainers is a desideratum that plays an important role in personnel development work. The participating institutions agree that the development of such a specified profile can only be research-driven and the result must then be firmly established in the respective institutions. By co-operating, the institutions from Austria, South Tyrol/Italy and Germany realize synergies, e.g. the joint activities. Mutual transnational meetings will be arranged with the intention of facilitating job shadowing, compiling good-practice-examples, obtaining input from external speakers and the mutual exchange of ideas and reflection. The main media for the mutual exchange is a digital platform, which enables the institutions and the participants from the different regions to get in touch on a regular and sustained basis.The main objective of the project “Professional Competencies of Advanced Teacher Trainers in the Context of Digital Potentials“ is the exchange of good-practice-examples and the drafting of a framework curriculum. The basis are four areas of competence that are key for speakers working in in-service teacher training. The job profile (i.e. a job specification with regard to relevant qualifications) of teacher trainers will emerge and a framework curriculum will be designed. The latter can be used by any institution dealing with teacher training because it can be modified individually according to different wants and needs.The examination of the four competence areas serves as basis for developing standards in teacher training in the context of digital potentials. These areas are:The role of trainersPerson centricityDesigning of teaching and learning processes (with a special focus on digitalization) Expert monitoring of the whole process.Each mobility focuses on one of those areas and their step-by-step differentiation. The element that is integrated in all mobilities is the digital potential - which is to be found in the competence areas described above.