1st Edition

Internationalization of Teacher Education Creating Globally Competent Teachers and Teacher Educators for the 21st Century

Edited By Reyes Quezada Copyright 2012
    128 Pages
    by Routledge

    128 Pages
    by Routledge

    This book proposes to excite readers to engage in conversations on how Schools and Colleges of Education can internationalize teacher education programs so that graduates have global teaching experiences, that teacher education curricula include global perspectives, and that there are opportunities to have faculty think and teach from a global perspective. The contributions in this book are by authors who have the knowledge and expertise in international teacher education to answer many questions regarding the development of a 21st century competent global teaching force. They describe their experiences, programs, and support for the goal of continuing to internationalize Schools and Colleges of Education. The book is designed to be interactive - readers are encouraged to engage themselves in the conversation as the editor invites them to e-mail any of the authors to discuss questions posed. Questions addressed in this issue include defining internationalization, global teacher competency, hearing "voices from the field" as graduates and faculty share how internationalization has had an impact on teaching, program development, and professional and personal development.

    This book was originally published as a special issue of Teaching Education.

    1. Internationalization of teacher education: creating global competent teachers and teacher educators for the twenty-first century Reyes L. Quezada, University of San Diego, USA

    Section I: The framing of internationalizing of colleges and schools of education

    2. Fact or fiction? Analyzing institutional barriers and individual responsibility to advance the internationalization of teacher education Jennifer Mahon, University of Nevada, USA

    3. Globalization and the preparation of quality teachers: rethinking knowledge domains for teaching Lin Goodwin, Teachers College, Columbia University New York, USA

    Section II: Research-based studies on international teacher education

    4. Developing a policy for an international experience requirement in a graduate teacher education program: a cautionary tale Sandy Buczynski, Noriyuki Inoue, Heather Lattimer and Viviana Alexandrowicz, University of San Diego, USA

    5. International teacher professional development: teacher reflections of authentic teaching and learning experiences Cristina Alfaro, San Diego State University, USA; and Reyes L. Quezada, University of San Diego, USA

    6. Language, culture and dissonance: a study course for globally minded teachers with possibilities for catalytic transformation Anaida Colón-Muñiz, Chapman University, USA; Suzanne SooHoo, Chapman University, USA; and Evangelina "Gigi" Brignoni, University of Nebraska at Omaha, USA

    7. Broadening our sights: internationalizing teacher education for a global arena Irma Olmedo, University of Illinois at Chicago, USA; and Lesley Harbon, University of Sydney, Australia

    Section III: Planning and best practices on international teacher education

    8. Calling for action within the teaching profession: it is time to internationalize teacher education Craig Kissock, University of Minnesota, USA; and Paula Richardson, Global Student Teaching, UK

    Section IV: A response to the theme journal with suggestions for a future research agenda

    9. International education in higher education: a developing process of engagement in teacher preparation programs Albert M. Ocho, San Diego State University, USA

    Section V: The role of private foundations in the support of internationalizing teacher preparation programs

    10. Teachers for the global age: a call to action for funders Betsy Devlin-Foltz, Executive Director, The Longview Foundation for Education in World Affairs and International Understanding, USA


    Reyes L. Quezada is Professor in the School of Leadership and Education Sciences at the University of San Diego, USA. He has a doctorate degree from Northern Arizona University, USA. He has published articles, book chapters and edited journals on international teacher education, language and cultural diversity.