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

Autor/inn/en	Trilokekar, Roopa; El Masri, Amira
Titel	Internationalizing Teachers' Preparedness: The Missing Link in Ontario's Strategy for K-12 International Education?
Quelle	In: Canadian Journal of Education, 43 (2020) 1, S.170-196 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	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; Canada + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Globales Denken; Lehrstrategie; Politics of education; Bildungspolitik; Öffentliche Einrichtung; Erziehungswissenschaftliche Fakultät; Ausschuss; Fakultät; Öffentliche Erziehung; Inklusion; Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Immigrant; Immigrantin; Immigranten; Interkulturelle Orientierung; Kulturpluralismus; Educational objective; Bildungsziel; Erziehungsziel; Lehrkunst; Kanada
Abstract	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).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01