Internationalizing Teachers' Preparedness: The Missing Link in Ontario's Strategy for K-12 International Education?

Y

27

Foreign Countries; Teacher Education; Global Approach; Elementary Secondary Education; Educational Strategies; Educational Policy; Public Agencies; Schools of Education; Boards of Education; College Faculty; Public Education; Inclusion; Equal Education; Cultural Awareness; Foreign Students; Study Abroad; Immigrants; Cross Cultural Training; Cultural Pluralism; Educational Objectives; Teacher Competencies; Program Implementation; Professional Development; Diversity

1918-5979

While the need to internationalize teacher education is recognized by scholars and practitioners, little attention is paid to the role of policies and policy makers in supporting this endeavour. This study focuses on the enactment of Ontario's K-12 international education strategy by examining four key policy actors--the Ontario Ministry of Education, the Ontario College of Teachers, school boards, and Faculties of Education--and their role in realizing (or not) the internationalization of teachers' preparedness. A siloed approach, conflict in policy messaging, overlooked policy alignments, and weak policy framing result in weakening the relevance and importance of the internationalization of teachers' preparedness to meet Ontario's objectives of inclusivity, diversity, and equity in its public education.

As Provided

2020

EJ1248471