It is Time to Internationalize Teacher Education

Paper presented at the International Council on Education for Teaching

54th World Assembly - December 14-17, 2009
Muscat, Oman

Dr. Craig Kissock

Director, EducatorsAbroad Ltd.
2021 S Shore Blvd, Montgomery, TX 77356 USA
craig@educatorsabroad.org

Paula Richardson
EducatorsAbroad Ltd. UK Team Director
15 Palmer Close, Redhill, Surrey RH1 4BU, England
paula@educatorsabroad.org

Summary
Building on an extensive review of literature the case is made that teacher educators must
embrace a global perspective, adopt and achieve global standards, modernize instructional
processes, serve our global village, and broaden student perspective to fulfil our profession’s
responsibilities for the future of our global village.

Teacher educators must break their ‘virtual wall of silence’ and begin preparing educators
for the globally interdependent world in which they will work and their students will live by
opening the world to students through international experience and integrating a global
perspective throughout the curriculum.

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 It is Time to Internationalize Teacher Education
Teacher educators must acknowledge that education is a global profession; recognize they
are preparing teachers for their future, not our past; and think and act globally in designing
and implementing pre and in-service professional development programs.

As teacher educators we do not act on the need to prepare our graduates for the globally
interdependent world in which they will work and their students will live. It is time that
we heed the extensive literature calling on us to internationalize our teacher education
programs and bring a global perspective to education decision making in order to
prepare globally minded professionals who can effectively teach any child from, or
living in, any part of the world.

The best approach to achieving this goal is to integrate a global perspective throughout all
components of an educator’s professional preparation through cooperative effort by arts,
sciences and education faculty. Alternatively – and seemingly more realistically – is to do
what we can to impact components of the curriculum that we have control over including
expectations associated with coursework and school based practicum and student teaching
requirements.

The conclusions of this paper are based on our twenty year study of and experience
arranging student teaching placements through the EducatorsAbroad Global Student
Teaching program. Since 1989 we, along with professional educators and colleagues in host
countries, have offered professional support and supervision for over 1900 student teachers
from 87 colleges and universities in Canada, the UK, and USA through three to eighteen
week individualized student teaching placements in 669 state, private, church and secular
host schools in 57 countries (www.educatorsabroad.org).

Education in Globalization
‘Globalisation is a process whereby events, decisions and activities in one part of the world
come to have significant consequences for individuals and communities in distant
locations....’ (Huckle, 1996). At the core of this definition is recognition of the fact that
education, in terms of knowledge development and transfer, is at the epicenter of the
globalization process that impacts everyone’s life.

An outcome of globalization, the introduction of new technologies, nearly universal access

to knowledge and education, and new groupings of countries (e.g. the European Union) is
awareness that the world’s citizens are now members of a global village through which we
share a common belonging that previously was limited in scale and scope (Jarvis 2004;
Bajunid 2000).

At the same time the very developments which bring people and nations closer together also
make apparent the tremendous differences which exist in access to basic needs. The UN
report (2000) identifies that, ‘More than a quarter of the 4.5 billion people in developing
countries still do not have some of life’s most basic choices - survival beyond 40, access to
knowledge and minimum basic services … and one in every seven children of primary
school age is out of school…’.

With broader access to information and ease of communication, educational processes are
becoming more varied requiring new approaches to teaching and learning. Teacher
education graduates must be prepared to use these tools and compete with other forms of
access to information including on-line and self directed learning options that are gaining
respect and bringing equity and access to educational opportunity.
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Educators can no longer rely on replicating what they remember of their school experience
in designing and implementing instruction. The world – and the world of education – has
and will continue to change. Prospective teachers must be assisted in critically reflecting on
their memories of what it is like to be in the learning process in order to not merely
reproduce their own experiences but adapt them to meet the needs of the next generation of
students (Steiner, 1996).

While Brighouse (1996) talks of the urgency of global education for UK teachers and
Steiner (1996) advocates strongly for Initial Teacher Education programmes to demonstrate
a deep commitment to organising and offering courses which allow reflective consideration
of the concepts and ideas which underpin global citizenship Tye (1999) in reviewing a study
of global education practices in 52 countries formed a conclusion that remains accurate
today, ‘In teacher training, global education is in large measure unknown. Global education
does not appear in lesson plans in teacher training programs…it does not constitute a
priority for professional teacher training...with the exception of intercultural understanding’.

Responsibilities of teacher educators

As teacher educators we continue to ignore global change and decades of professional
literature that make clear the need to internationalize teacher education such as presented by
(Cogan, 1982; Ochoa, 1982; Schneider, 2003). As a result we continue to focus on preparing
teachers for schools in communities near our institutions ignoring the reality that we live in
a globally interdependent world, are part of the global (not local) professions of teaching
and teacher education, and are preparing educators to educate young people who will live
past the year 2100.

The global reality of teacher education is that our students/prospective teachers come to us
from the 60 mile/100 kilometer service area of our institutions believing they will live their
lives and teach young people as they were taught in the same communities. As professionals
responsible for the preparation of primary/secondary school teachers who are expected to
prepare their students for the 22nd century should we recommend individuals with such
limited life experience for entry into the profession?

If the answer is no – or even a qualified yes - then we must act on our responsibility and
cause our students to broaden their life experience so they can prepare their students with
the higher order thinking and performance skills they will need for the world in which they
will live. Internationalizing the teacher education curriculum and use of school based
placements in other countries/cultures are ways of fulfilling this responsibility.

A global perspective in teacher education

Within the current narrow framework of the standards movement the internationalization of
teacher education is essentially non-existent. There is no example of a global perspective
being integrated throughout the arts, science, and pedagogical course requirements in any
teacher education program. But this need not be the case if we focus attention on a set of
globally defined and accepted standards– such as reflective practice - and understand the
processes required to achieve them.

All teacher educators would accept as a standard that teachers must be able to reflect on past
experience and continually integrate new insights in order to increase their effectiveness
throughout their career. But reflection and improvement does not take place in a vacuum. To
develop this ability, educators must move beyond their comfort zone to see their world from

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a different perspective, discover alternative solutions to problems they face, and create new
approaches or integrate appropriate ideas into their setting.

Living and working in schools and communities different from those which we know –
within and beyond our own national boundaries – is a valuable strategy to achieve this and
other global standards in education and for more broadly integrating a global perspective
throughout the process of teacher education.

Questioning international experience in education

To date, access to study abroad has been limited offering relatively few university students
opportunity to study in another country (Eduventures, 2008). One of the reasons for this
limited development is a level of academic arrogance on some campuses which questions
the value of overseas experience for students. As a result, study abroad is often viewed as
time away from 'real learning' (Goodwin and Nacht 1991) .

While these negative perspectives on study abroad do not speak to teacher education
practica or student teaching they are used by teacher education colleagues who, by offering
uninformed opinions and through a virtual ‘wall of silence’ of in-action, prevent
international/cross-cultural experience from becoming part of the preparation of teachers.

Without crafting a considered rationale against international/cross-cultural experience

teacher education faculty rely on presumptions to block this initiative by declaring that only
their standards are worthwhile, that others cannot guide students in meeting standards of
prospective teachers, that student teaching abroad would be too different and would not
prepare graduates for teaching in local schools, that professional abilities and dispositions
cannot be developed in other cultural settings, that students are at additional personal risk
while in another country/culture, that they will have more difficulty finding employment,
and that state licensing bodies and accreditation agencies would not be supportive. They act
as if they forget that they come from a generation which works with students who will live
and teach in a very different world from their own (Peretz, 2001).

There is no scholarly study or experience to support these or similar statements, but plenty
of past participant reports to contradict them. For example, a follow-up study of
EducatorsAbroad Ltd. Global Student Teaching program graduates (1993 – 2005) asked:
'Would you recommend the Global Student Teaching program to others?' Of the 232
respondents 225 (97%) reported they would recommend GST to others. When asked why,
they first referenced how it helped them become better educators; secondly how it fostered
their personal development; and thirdly how participating provided direct benefit when they
sought a teaching position (Kissock, 2005).

‘The borderless world’ (Ceglowski, 1998) is not easily encompassed by teacher education. It
seems as if teacher education is seen as a distinctive identity to be preserved from within.
Fernandez (2000) sums it well, ‘The culture of teaching, long characterised by
conservatism, presentism, privatism and individualism, may prove to be one of the major
barriers to change and improvement in schools…there is stability in the old ways of doing
things…’

Valuing study abroad in teacher education

Structured instructional living/learning experiences in national/international cultural settings
different from that of the student have significant positive effects on a student’s personal
and professional development and, as affirmed by research in education, traits identified as

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necessary for teachers now and in the future are developed through both study abroad
programs and student teaching overseas.

(Cushner & Mahon 2002; Mahon & Stachowski, 1992; Kaufmann, 1983) demonstrate that
study abroad promotes significant growth in a range of personal qualities that are important
for educators: self esteem, independence, and increased awareness of the need to know more
about others in the world outside the US. (Sumka, 2005; Wilson-Flournay, 2007) show that
through studying abroad significant gains are made in understanding cultural differences
and developing a greater awareness of different ways of seeing and reflecting on issues
which assist in challenging students existing views, beliefs and assumptions. While
(Bradley, Quinn, & Morton, 2009) affirm these results noting a growing sense of
professionalism and understanding of cultural differences in their review of student teacher
reflections throughout a one month international school based internship.

There is also evidence of returning students being able to cope well with the diverse range
and needs of society experienced in subsequent jobs (Mahon, 2002); flexibility and
openness (Kealey, 1989); and ability to apply creative solutions to classroom conflicts while
promoting intercultural interdependence in their classrooms (Hargreaves & Goodson, 1996).
Student teachers also gain a better understanding of the broader nature of teaching as a
global profession and begin to realize that the basic skills and qualities of an effective
teacher are universal (Kissock, 2002).

Dahan (2001) supports the notion of teacher educators and faculty having a personal
opportunity to work abroad which will not only give them experience of encountering ‘the
other’ but will also give them a greater credibility with those whom they teach and work. It
would also allow them to gain confidence in developing international dimensions on their
own campuses. However this is not always the reality as Weisenstein (2003) found little or
no room given to international education in most state colleges and their accreditation
standards, which he identifies as being in direct conflict with the declared philosophy of
national bodies and education organizations. This is a clear case of national perspectives
failing to result in the development of policies at the state level, which in turn have a major
influence on the way teacher preparation is carried out.

Student teaching abroad

School based practicum and student teaching placements in other countries/cultures is a
tested and proven approach to assuring prospective educators have a foundation of
experience and insight on which to base their initial actions and to refine their global
perspective of life and teaching throughout their career.

Student teaching abroad has been the least well developed type of study abroad programme
in terms of numbers undertaking it. There have been some small but nevertheless valid
examples of students undertaking student teaching abroad over the last few decades
(Kuechle, O’Brien & Ferguson 1995; Willard- Holt, 2001; Brennan & Cleary 2007). These
have often been developed by interested lecturers who have either personally undergone the
experience themselves or those who have expressed the vision needed to prepare teachers
for the future (Roberts, 2005).

Even though a small minority of teacher education students are currently offered and/or take
this opportunity a www search brings up at least 60 USA college based international student
teaching programs and others that serve students from multiple institutions such as the
Consortium for Overseas Student Teaching, EducatorsAbroad Ltd. Global Student Teaching
program, Foundation for International Education, University of Northern Iowa, and the
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former Moorhead State Student Teaching Abroad program. International student teaching
opportunities are also available to students at institutions in other countries such as in
Australia, the EU, and UK.

Cushner and Brennan (2007) conclude that placing students as individuals (as with student
teaching) rather than with a group brings much better results in terms of a worthwhile
experience. Mahon and Cushner (2002) affirm this conclusion through their assessment of
the impact of an international student teaching experience on the personal and professional
development of student teachers participating in the Consortium for Overseas Student
Teaching program. These students achieved a greater level of self efficacy and belief in the
importance of multi-cultural education and came to recognize that ‘the overseas experience
can be the catalyst that starts teachers on a new path of learning…’

Teacher educators plan for action

As teacher educators we help select individuals for entry to the global profession of teaching
and begin the process of preparing educators who can effectively guide learning for any
student. These are critical responsibilities in part because it is within the framework we set
that educators approach their further professional development and career long exploration
of the teaching/learning process.

We fail in fulfilling our responsibilities if we focus on preparing teachers to meet present

needs of schools in our local/regional communities and do not open the world of education
to pre and in-service teachers. By thinking and acting locally we effectively place blinders
on beginning educators limiting their ability as reflective practitioners.

Alternatively, by acting on the fact that for 30+ years our graduates will teach students who
will live another 70+ years and assuring our students gain a global perspective on
common issues, decision making processes, and alternative solutions we can set a
foundation that helps assure our graduates will be able to continue to grow in effectiveness
throughout their careers.

A changing world requires changing procedures in the education of teachers. Teacher

educators must develop a global perspective on issues, decision making, and solutions
within our own profession of teacher education; re-consider our approach to standards and
instructional processes; broaden our definition of communities we serve; and broaden the
perspective of educators in response to needs of schools and our global village.

Embrace a global perspective

Globally minded educators recognize the commonality of educational issues and solutions
throughout the world, understand the value of learning from colleagues working in other
national/cultural settings, and use experience of these colleagues to improve their
effectiveness. These individuals also recognize the importance of integrating a global
perspective throughout education decision making, offer valuable insights to guide
institutional and curricular reform, and make possible opportunities for others to learn
through international experience.

Adopt and achieve global standards

Teacher licensing bodies, teacher education institutions, and teacher educators around the
world use standards to guide practice and assessment of teacher performance. These
statements are thought to be unique and only applicable to the setting in which they have
been developed. Affirming our experience in working with universities in Canada, the UK
and USA, recent research by the Scottish General Teaching Council and government
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departments of Ireland and the UK (2007), has shown ‘...a considerable convergence in
terms of what is required of teacher trainees. Areas of divergence are on a more cosmetic
level...[and suggests that]...standardisation of the ways that the standards are presented…
would reduce system difference and encourage swifter mutual recognition of teaching
qualifications...’

This conclusion was tested by asking colleagues attending the 2007 International Seminar
on Teacher Education to read through a list of the English, Scottish, Swedish, and USA
national standards for beginning teachers and asked to select those that would not be
appropriate for their society. These colleagues, representing a wide range of
cultural/economic settings, unanimously agreed that all listed standards would apply in their
setting. Based on these experiences teacher educators from at least 50 countries have begun
sharing standards used in their society with a goal of formulating a globally accepted set of
standards that teacher educators can use for the initial preparation of teachers.

Currently though, teacher educators rely on long lists of standards, trivial assignments, tick
boxes of activities being checked off, and statistics to demonstrate their accountability and
‘prove’ their students have abilities associated with effective teaching. This has led to
trivializing the use of standards and assessment processes, implementation of lock step
instruction, loss of flexibility and opportunity to test new ideas, and the segregation of
teacher education programs from each other and from the needs of schools.

Hoffa (2005) speaks to these faults by noting that the impact of the standards movement and
the perceived pressing need to fulfill these, weighs heavily on those involved in the decision
making processes on whether or not to support student teaching overseas. As a result, study
abroad/international student teaching programs are now organized against a backdrop of
institutional concern about students’ ability to complete written assignments associated with
detailed standards rather than demonstrating holistic traits and abilities expected of those
who are qualified to be licensed to teach.

Teacher educators must – and will out of necessity - come to recognize that standards of
effective teaching are universal and transferable and that our current use of narrow standards
in assessing prospective educators belies the reality that the talent of master educators is in
the ability to seamlessly integrate objective and subjective understandings to create the
magic of learning.

Modernize instructional processes

Communication is both at the very core of our work as teacher educators and central to
developments in our global village. It is imperative that we embrace the very developments
in communications technology that have changed our world and integrate them into our
strategies for preparing the next generation of teachers for our schools. By utilizing these
tools, such as interactive video conferencing, www database interfaces, and micro camera
video recording we will bring the world to ourselves and ourselves to the world of our
students.

Using readily available and inexpensive technologies it is fair to say that anything that can
be accomplished through classroom based pedagogical instruction can be achieved through
use of on-line instructional tools. Consider the possibilities:
a) An on-line course – Introduction to Education in a Global Context – with students
living in different cultural and geographical locations and sections of the course
offered by teacher educators living in various countries.

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 b) Team teaching a general or subject matter instructional methods course with a
colleague in another country for students in both countries.
c) Assisting student teachers in preparing their lesson plans and then guiding them
through a joint analysis of a video recording of parts or the entire lesson in on-line
video conferences without traveling to the school that can be anywhere in the world.
d) Offering all aspects of pedagogical instruction through on-line course delivery and
school based placements to a cohort of students living in different regions and
countries.

These and other strategies can be implemented today as on-line coursework becomes the
norm and we prepare to use unheard of instructional tools that will be at our disposal
tomorrow.

Serve our global village

Schools are like families - each is unique and plays an important role in forming the local
and global communities in which we live. While the culture of every school is unique,
experience working in schools around the world affirms the truism that schools are schools,
teachers are teachers, and students are students.

We live in a mobile world where families move across national/cultural boundaries and
enroll their children in schools expecting an education - wherever it is offered - that prepares
them for their future. Similarly teachers migrate around the world living their lives in
various communities, employing their talents, and serving students as members of our
global village.

This movement of people around the world fundamentally changes the nature of our local
communities and requires teachers who have an understanding of the world that can only be
gained from personal experience living and working in different cultural settings. It is these
educators who will bring alternative approaches to achieve goals and assure their legacy is
an educated citizenry capable of guiding the future of our planet.

As teacher educators we must assure that our students, as part of their professional
development, experience life outside their comfort zone through practicum and student
teaching experiences in other cultures/societies. Today these opportunities are limited to the
few; in the future they will be required for all.

Broaden student perspective

Employers recognize their schools need educators who can relate instruction to the cultural
background, learning styles, and personal and future needs of their students. They will
employ teachers who have demonstrated a willingness to develop a broader understanding
of themselves and our global village. Teaching candidates who have learned from and
demonstrated talent in different cultural settings and recognize that all students expect and
have a right to education that acknowledges their knowledge and builds on their cultural
experience will be employed. Employers will be increasingly reluctant to hire individuals
whose life experience and understanding of themselves and others is limited.

As a result, teacher education programs that can demonstrate their graduates are prepared to
teach in today’s global village and able to adapt to the world of tomorrow will grow in
respect. Those that remain wedded to preparing teachers for their local community without a
world view will decline as it becomes known that their graduates fail to find employment.

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Conclusion
The world is acting globally and so too must teacher educators act globally if their programs
are to prepare teachers for the future. Inaction is not an option given the nature of our global
village and current/future needs of the world’s citizens.

References
Resources for internationalizing teacher education including www links to agencies offering
services for internationalizing education and student teaching abroad programs, along with a
bibliography of research and resources from 1980 to the present are available at:
http://globalst.org/gst.aspx?zid=62&pid=68

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Steiner, M. (1996). ‘I prefer to see myself as a global citizen’: how student teachers can
learn to teach for justice. In M. Steiner (Ed) Developing the Global Teacher. Stoke
on Trent: Trentham Books.
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tourism. Transitions Abroad. Retrieved April 26, 2009 from
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