INTERNATIONALIZATION AND TEACHER EDUCATION: WHAT DISPOSITIONS DO TEACHERS NEED FOR GLOBAL ENGAGEMENT?

Abstract

As more and more universities begin the process of internationalizing their campuses, teacher education programs must also prepare pre-service teachers for global engagement. Establishing a strong foundation for global engagement is crucial in teacher training as it impacts not only pre-service teachers, but also the students with whom they will work. Teacher education programs can promote internationalization and prepare teachers for global engagement through study abroad programs as well as by incorporating models and frameworks for global education into the curriculum.  Although there are a number of these models and frameworks available, all of which share many of the same indicators of global-mindedness, there is something missing: the dispositions that teachers need in order to participate in global engagement in a meaningful way.  Drawing on research from critical theory, psychology and student development theory, this paper describes five dispositions that are essential for preparing teachers for global engagement. These dispositions include curiosity, tolerance for ambiguity, reflexivity, flexibility and persistence.  These dispositions are not independent of one another and are required in different degrees, depending on the global context being investigated. KEYWORDS: internationalization, teacher education, global engagement, pre-service teachers. DOI:  http://dx.doi.org/ 10.15181/atee.v1i0.657