Fostering teachers’ global competencies: Bridging utopian expectations for internationalization through exchange
Fostering international mindedness in teachers through their preparation and continuing education leads to innovations in teacher education related to exchange programs (Cushner, 2012) and curricular adoptions and adaptations (Tudball, 2012). This in turn supports the development of both teacher educators and teachers as change agents. Yet, without investments of resources to prioritize such work in teacher preparation and professional development programs, there is little impetus to create systemic change to support how teachers’ develop a more international mindset. This paper seeks to understand how a slew of targeted, innovative activities designed in two institutions (one European and one American), can support internationalization for current and future teachers and teacher educators.
Holmarsdottir, Halla Bjørk