International Education

Owned by Darlene Edgar
Apr 11, 2024
2 min read

Trilokekar, R., & El Masri, A. (2020). Internationalizing teachers’ preparedness: The missing link in Ontario’s strategy for K-12 international education?. Canadian Journal of Education, 43(1), 170–196. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=ehh&AN=142706651&site=eds-live&custid=s7439054

  • Introduction:

    • The article discusses the need to internationalize teacher education but highlights the lack of attention given to policies and policy makers in supporting this endeavor in Ontario, Canada.

  • Ontario's Strategy for K-12 International Education:

    • Released in 2015, the strategy aims to increase the number of international students in Ontario public schools, internationalize the curriculum, enhance international experiential learning opportunities, and build international partnerships.

    • However, there is little mention of the role of teachers in achieving these goals.

  • Rationale for Internationalizing Teacher Education:

    • With increasing cultural diversity in North American classrooms, there's a widening gap between teachers and students in terms of cultural backgrounds and experiences.

    • Research emphasizes the importance of international experiences for teachers in developing global perspectives and cross-cultural competencies.

  • Current State of Teacher Preparedness:

    • Despite the importance of international experiences, teacher training programs often lack internationalization.

    • Ontario's teacher population does not reflect the racial diversity of its student population.

    • Only a small percentage of teachers have international teaching experience or cross-cultural competence.

  • Analysis of Policy Actors and Their Roles:

    • The study examines the Ministry of Education, Ontario College of Teachers, school boards, and faculties of education as key policy actors.

    • There is a lack of coordination and collaboration among these actors, leading to a fragmented approach to internationalizing teacher preparedness.

  • Challenges and Missed Opportunities:

    • Siloed communication and conflicting policy messages hinder the effective implementation of internationalization initiatives.

    • The importance of internationalizing teacher preparedness is often overlooked or seen as optional.

    • There is a need for better alignment between policy initiatives and the realities of teacher education and hiring practices.

  • Recommendations and Implications:

    • Policy makers need to prioritize the internationalization of teacher education and provide support for pre-service and in-service training.

    • Messaging to teachers should emphasize the importance of developing global perspectives and cross-cultural competencies.

    • Efforts should be made to align policies across different levels of governance and promote collaboration among key stakeholders.