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Internationalization of Teacher Education
The phrase internationalization of teacher education refers to the ways in which teacher preparation programs are implementing strategies and structures that facilitate the development of greater global competencies in preservice teachers. Changes in technology have facilitated dramatic shifts in communication and commerce, making it easier to cross borders, promoting access to, and changes in, political, economic, social, and cultural landscapes. These changes connect people in unprecedented ways and require that today's students have the knowledge, skills, and dispositions to engage responsibly and effectively as citizens in this increasingly globalized context. Yet most teachers today are not equipped to educate students for this changing and increasingly global world. One mechanism to address this gap is the internationalization of teacher education programs, ensuring that teachers of the future will have the knowledge, skills, and dispositions necessary to provide their students with the capacity to engage collaboratively and constructively in an increasingly global environment. This entry reviews the various ways in which teacher education is being internationalized and some of the outcomes of these efforts.
The Goals of Internationalization
Broadly speaking, the overarching goal of internationalization is to equip future educators with the knowledge, skills, and dispositions necessary to prepare their future students for life in an increasingly global and interconnected world. More specific objectives include helping preservice teachers (a) deepen their understanding of and curiosity about the world and its peoples, (b) recognize the ways in which all content areas are linked to international and global issues and contexts, (c) develop pedagogical and technological knowledge and tools to meet the needs of all students as well as to connect with the world and/or bring it into their classrooms, (d) acquire cross-cultural communication skills along with cultural adaptability and flexibility, (e) recognize the importance of a commitment to responsible citizenship toward both local and global communities, and (f) gain increased exposure to and mastery of world languages.
In order to accomplish these goals, teacher education programs are required to find ways to internationalize, either through changes to their curricula or their service, field, and internship experiences. This can only be done by changing both the perspectives and practices of administrators and faculty members about the value of internationalization and its place in teacher preparation programs. First, institutions need to develop a common, shared language and understanding about what constitutes internationalization and why it is important. In addition, they need to identify common learning outcomes for their student populations that can guide the change process. Finally, they need to decide on the ways in which they will infuse internationalization into their programs in order to meet those learning outcomes.
Internationalizing Coursework in Teacher Education
One way that teacher education programs work to internationalize their programs is by infusing them with courses, content, and pedagogy that are global and international in nature. In this way, students can be exposed to international perspectives and experiences without necessarily having to leave their home communities. This approach provides mechanisms that are relatively easy to adopt and less costly than programs that require preservice teachers to do service, field, or internship experiences in another country or cultural setting.
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- Parents Involved in Community Schools v. Seattle School District No. 1 (2007)
- Plessy v. Ferguson (1896)
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- Remembering Brown: Silence, Loss, Rage, and Hope
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- Acculturation
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- African American Students: Creating Excellence
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- African Americans and Gender
- African Caribbean Students, Achievement in U.K. Schools
- African-Centered Education
- Afrocentricity
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- Albania, Diversity, Education, and Democratization in
- Amerasian Identity
- American Indian Identity and Education
- American Indians, Education of
- Antiracist and Multicultural Education
- Antiracist Teaching
- Antiracist Training for Educators
- Asian American Native American Pacific Islander–Serving Institutions (AANAPISI)
- Asian American Pedagogy
- Asian American Studies
- Asian American Youth in Poverty
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- Asian Americans, Education of
- Asian Americans and Pacific Islanders in Higher Education
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- Barrio Youth
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- Center for Multicultural Education
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- China, Multicultural Education in
- Chinese Parachute Kids
- Citizenship Education and Diversity
- Citizenship Education and Global Migration
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- Civic Engagement and Diversity
- Civil Rights Act of 1964
- Coleman Report
- Color-Blind Perspective
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- Comparative Multicultural Education
- Compensatory Education
- Complex Instruction
- Contact Theory
- Cooperative Learning
- Counseling Children and Adolescents From Diverse Groups
- Courageous Conversations About Race
- Critical Multiculturalism and Education
- Critical Race Theory and Education
- Critical Theory and Multicultural Education
- Cultural Competence and Youth Literature
- Cultural Gifts Movement
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- Culturally Anchored Liberal Education
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- Culturally Responsive Leadership
- Culturally Responsive Pedagogy
- Culturally Responsive Teaching and Special Education
- Culture, Diversity, and Education
- Culture and Learning
- Culture and Learning in Asian Societies
- Curriculum Transformation, Higher Education
- Curriculum Transformation, K–12
- Cyprus, Intercultural Education in
- Democracy, Diversity, and Schooling
- Demographics in the United States, Trends and Developments
- Developmental Education and Ethnic Minorities
- Diversity: A Contested Concept
- Diversity, Exceptionality, and Knowledge Construction
- Diversity and Student Perceptions of Famous Americans
- Diversity in Curricula in the Middle East
- Diversity-Responsive Schools
- Dysconscious Racism and Teacher Education
- Early Childhood Multicultural Education
- Empowerment and Education
- Equity, Educational
- Essentializing Racial and Ethnic Identity
- Ethnic and Cultural Diversity in Education, Historical Perspectives
- Ethnic and Racial Identity, Educational Implications
- Ethnic and Racial Identity Development
- Ethnic Diversity in Teacher Education
- Ethnic Stratification and Diversity
- Ethnic Student Organizations
- Ethnic Studies, Integration Into K–12 Curriculum
- Ethnic Studies, Research on
- Ethnic Studies in Higher Education
- Ethnicity, Persistence of
- Ethnocentrism in Education
- Ethnomathematics
- Filipino Americans and Cultural Maintenance
- Flexible Citizenship
- Funds of Knowledge
- Gender Equity and Diverse Populations
- Germany, Multicultural Education in
- Ghana, Diversity and Education in
- Gifted Education, Diversity, and Underrepresentation
- Globalization and Intercultural Education
- Hawaii, Asian American Hierarchy in
- Hip Hop and Education
- Hispanic-Serving Institutions
- Historically Black Colleges and Universities
- Hmong Americans, Education of
- Holidays, School
- Hong Kong, Education of Ethnic Minorities in
- Hong Kong, Education of South Asians in
- Hong Kong and the United States, Diversity and Education in
- Hong Kong Chinese Students Studying in the United States
- India, Multicultural Education in
- Indian Boarding Schools in the United States
- Indigenous Knowledge and Science Education
- Indigenous Knowledge and Skills
- Indigenous Language Revitalization
- Indigenous Populations, Education of
- Intercultural Communication
- Intercultural Education
- Intercultural Education and Intercultural Learning in Europe
- Intercultural Teacher Training in Europe
- Intergroup Contact and Social Justice
- Intergroup Dialogue
- International Association for Intercultural Education
- Interracial Friendship, Dating, and Marriage
- Intersectionality and Education
- Intersectionality of Race, Class, Gender, and Ethnicity
- Intragroup Diversity
- Iran, Minority Education in
- Islamophobia and Anti-Semitism in Europe, Educational Responses to
- Israel, Arab Education in
- Jencks Report
- Jewish Education in the United States
- Kenya, Education and Diversity in
- Knowledge, Types of
- Language and Identity
- Latin American Families in the United States
- Latino Identity, Philosophy of
- Latinos, Education of
- Latinos, Gender, and Education
- Learning, Schooling, Culture, and Identity
- Lebanon, Diversity and Education in
- Literacy Education and Diversity
- Māori, Education of
- Mathematics Education and Diversity
- Mexican American Studies/Chicana/o Studies
- Mexican Americans, Education of
- Mexico, Intercultural Universities in
- Microaggressions, Racial
- Middle Eastern Americans, Education of
- Minority Group
- Minority Schooling in Europe
- Model Minorities and the Model Minority Myth
- Multicultural Citizenship
- Multicultural Citizenship and Intercultural Education
- Multicultural Counseling
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- Multicultural Education, Development of: An Eyewitness Account
- Multicultural Education, Dimensions of
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- Multicultural Education Policies and Institutionalization Across Nations
- Multicultural Education Series
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- Music Education and Diversity
- National Association for Multicultural Education
- Native American Studies
- Nativism in the United States
- New Literacies and Learners From Diverse Communities
- Nomadic Populations in the Middle East, Curriculum for
- Objectivity and Diversity
- Pacific Islander Americans, Education of
- Patriotism, Diversity, and Education
- People of Color
- Philippines, Education of Ethnic Minorities in
- Pilipino Cultural Nights
- Positionality and Knowledge Construction
- Prejudice and Discrimination
- Prejudice Reduction
- Privatization and Minority Student Achievement
- Professional Development for Cultural Competence
- Puerto Rican Americans, Education of
- Puerto Rican Studies
- Race, Ability, and Language, Intersections of
- Race, Gender, and Skin Tone
- Race, Teaching About
- Race and Education
- Race and Human Genome Variation
- Racial/Ethnic Disproportionality in Special Education
- Racialization, Process of
- Racism in Schools
- REACH Center
- Reconciliation, Politics of, and Excluded Groups
- Regents of the University of California v. Bakke: An Academic Issue, a Civil Rights Defeat
- Remembering Brown: Silence, Loss, Rage, and Hope
- Resilience and Efficacy in Urban Schools
- Resiliency, Identity, and Competence
- Roma in Europe, Education of
- Russia, Education of Ethnic Groups
- Russia, Multicultural Education in
- School Discipline, Race, and Ethnicity
- Science Education and Diversity
- Segregation, Desegregation, and Resegregation
- Service Learning, Diversity, and Teacher Education
- Singapore, Education and Ethnic Diversity in
- Social Justice and Education in Europe
- Social Protest and Education
- Social Studies Education and Diversity
- South Africa, Multicultural Education in
- South Asian Americans
- South Asian Muslim Youth in the United States
- Special Education and Students of Color
- Stereotype Threat
- Student Diversity: Clarifying Meanings
- Subtractive Schooling
- Sweden, Multicultural Education in
- Tibetan Diaspora, Education in
- Turkey, Kurdish Education in
- Two-Faced Racism: Whites in the Backstage and Frontstage
- Undergraduate Readiness for Diversity
- United Kingdom, Multicultural Education in
- United Kingdom, Race and Education in
- United States: Educational Inequality
- United States, Intercultural/Intergroup Education in
- United States, Multicultural Education in
- Universal Declaration of Human Rights
- Vietnam, Ethnic Education in
- Vietnamese American Youth
- White Privilege and Education
- Xenophobia and Antidiscrimination in Europe
- Young Men of Color, Educational Experiences of
- Abington School District v. Schempp (1963)
- Anti-Semitism in Schools and Society
- Black Church, Youth, and the Civil Rights Movement
- Christian Privilege in Schools and Society
- Common Schools Movement
- December Dilemma
- Engel v. Vitale (1962)
- Everson v. Board of Education (1947)
- Freedom of Speech, Fundamentalist Schools and
- Hate Crimes, Religion and
- Hate Crimes After September 11, 2001
- Houses of Worship, Terminology for
- Islam in Asian Education
- Islamophobia in U.S. Society and Schools, Recognizing and Countering
- Lemon v. Kurtzman (1971)
- New-England Primer, The
- Pluralism Project, The
- Private Religious Schools (Non-Muslim) in the Middle East
- Religion, Culture, and Education in the United States
- Religion, Curriculum Issues
- Religion, Teaching About in Schools
- Religion, the Courts, and Public Schools
- Religion and Sexuality, Intersections of
- Religion and Teaching in the College Classroom
- Religion in Public School Curricula in the Middle East
- Religious Holidays in U.S. Schools
- Religious Instruction, Religious Symbols, and Prayer in Public Schools in Europe
- Religious Minorities and Religious Schools in Europe
- Religious Orientation and Diversity
- Religious Pluralism
- Separation of Church and State
- Sherbert v. Verner (1963)
- United States, Islamic Schools in
- World's Parliament of Religions, 1893
- Achievement Gap
- Asian American Youth in Poverty
- At-Risk Students
- Cultural Capital
- Cultural Reproduction
- Culture of Poverty
- Digital Divide, Digital Learning, and Equal Access
- Diversity as a Class and Caste Issue
- Dropout
- Educational Stratification
- Empowerment Zones and Student Achievement
- Financial Aid and Access to Higher Education
- First-Generation College Students
- Hawaii, Asian American Hierarchy in
- Homeless Students
- Inequality of Educational Opportunity, Persistence of
- Intergenerational Transmission of Wealth
- Intersectionality of Race, Class, Gender, and Ethnicity
- Low-Income Students, Education of
- Low-Income Youth, Access to Education
- Middle East, Education of Working Children in
- Parental Human Capital and Education
- Private Schools and Equal Educational Opportunity, United States and South Africa
- Social Capital
- Social Class and Education
- Social Class and Gender
- Social Class Privilege and Education
- Social Hierarchy
- Social Reproduction
- Socioeconomic Integration and Segregation
- Suburban Schooling
- Undocumented Immigrants, Children of
- Unequal Childhoods
- United States, Education of Immigrants in
- Urban Underclass
- A WORLD OF DIFFERENCE® Institute
- Activity Theory, Teacher Education, and Diversity
- Administrator/Staff Training and Supervision for Schools With Diverse Student Populations
- Alternative Pathways Into Teaching
- Antiracist Training for Educators
- Bridging Cultures, Teacher Training Project
- Critical Race Theory, Teacher Education, and Diversity
- Culturally Responsive Assessment
- Diversifying the Teacher Workforce
- Diversity and Teacher Education Policy
- Diversity Training for Faculty, Staff, and Administrators
- Dysconscious Racism and Teacher Education
- Early Childhood Education, Teacher Preparation for Diversity in
- Elementary Education, Teacher Preparation for Diversity in
- English Language Learners, Teacher Preparation for Diversity
- Ethnic Diversity in Teacher Education
- Identity Theory, Teacher Education, and Diversity
- Immigrant Populations, Teacher Preparation for Diversity
- Indigenous Populations, Teacher Preparation for Diversity
- Internationalization of Teacher Education
- Literacy, Teacher Preparation for Diversity
- Mathematics, Teacher Preparation for Diversity
- Mentoring, Teacher Preparation Pedagogy
- Multicultural Teacher Education
- REACH Center
- Research on Diversity and Teacher Education
- Rural Schools, Teacher Preparation for Diversity
- School Leadership for Diversity
- Science and Technology, Teacher Preparation for Diversity
- Social Justice and Teacher Education: Issues, Challenges, and a Theory
- Social Justice Teacher Education
- Special Education, Teacher Education, and Diversity
- Students With Special Needs, Teacher Preparation for Diversity
- Teacher Accreditation Programs: Accreditation and Diversity
- Teacher Education in the United States: Approaches to Improvement
- Teacher Educator Preparation for Diversity
- Teacher Preparation for Diversity
- Teacher Preparation for Diversity, History and Social Studies
- Teacher Preparation Pedagogy, Child Study Approach
- Teacher Preparation Pedagogy, Community-Based
- Teacher Preparation Pedagogy, Critical Reflection and
- Teacher Preparation Pedagogy, Practitioner Research
- Urban Schools, Teacher Preparation for Diversity
- White Teachers, Teacher Preparation for Diversity
- Academic Standards
- Achievement Gap
- Achievement Gap and Tracking, International Evidence
- Achievement Tests
- Advanced Placement Tests
- Alternative Assessments
- Aptitude Tests
- Assessment in Special and Inclusive Education
- Attitudes of Preschool Children, Implicit Measures of
- Basic Skills Testing
- Bias, Testing, and Assessment
- Campbell's Law
- Classroom Assessment and Diversity
- English Language Learners, Accommodations for in Testing
- Equity in Assessment
- Flynn Effect
- High-Stakes Testing
- Intelligence Testing
- Merit-Based and Need-Based College Admissions
- Opportunity-to-Learn Standards
- Standardized Testing and Standards
- Standards for Educational and Psychological Testing
- Students With Disabilities, Accommodations for in Testing
- Students With Disabilities, Testing of
- Test Scores, Validity and Validation of
- Testing, Historical Development of
- Testing, Judicial Decisions on
- Testing, State Versus National
- Tests, Translation of
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