International Education

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.