Here is a quick summary of elements to consider when internationalizing teacher preparation programs. This section of the website explores many different aspects of internationalization in teacher preparation.
When revising teacher preparation programs, ensure that:
- General education coursework helps each prospective teachers develop deep knowledge of at least one world region, culture, or global issue, and facility in one language in addition to English.
- Professional education courses teach the pedagogical skills to enable future teachers to teach the global dimensions of their subject matter. GTE offers information by subject, including English language arts, mathematics, physical education and health, science, social studies, and visual and performing arts.
- International and domestic field experiences support the development of pre-service teachers’ global perspectives.
- There are incentives, not barriers, to faculty at all levels engaging in this work.
- All work aligns to the global aspects of the college and campus strategic visions.
- Internationalization work is supported by supervisors, whether it be a dean, provost, or college president.
- Learning experiences are facilitated by a rich experience in technology, allowing a generation of digital natives to build their pedagogical skills using online tools and digital resources.
- Faculty and deans use their connections to international professors and students to enrich student experiences, and colleges actively seek to build an internationally representative faculty of the highest quality.
Facilitate at least one in-depth cross-cultural experience for every pre-service teacher by:
- Promoting study or student teaching in another country, or service-learning or student teaching in a multicultural community in the United States. Read more about programs and cooperatives here.
- Offering financial support for such experiences. GTE highlights the solutions some programs are using to finance these experiences.
- Appropriate orientation, supervision, advising, and debriefing to tie these experiences to prospective teachers’ emerging teaching practice.
Modernize and expand programs for prospective world language teachers by:
- Preparing more teachers to teach less commonly taught languages.
- Updating language education pedagogy based on current research and best practice.
Create formative and summative assessments to evaluate the effectiveness of new strategies in developing the global competence of prospective teachers.