Educators can no longer rely on replicating what they remember of their school experiencein designing and implementing instruction. The world – and the world of education – hasand will continue to change. Prospective teachers must be assisted in critically reflecting ontheir memories of what it is like to be in the learning process in order to not merelyreproduce their own experiences but adapt them to meet the needs of the next generation of students (Steiner, 1996).While Brighouse (1996) talks of the urgency of global education for UK teachers andSteiner (1996) advocates strongly for Initial Teacher Education programmes to demonstratea deep commitment to organising and offering courses which allow reflective considerationof the concepts and ideas which underpin global citizenship Tye (1999) in reviewing a studyof global education practices in 52 countries formed a conclusion that remains accuratetoday, ‘In teacher training, global education is in large measure unknown. Global educationdoes not appear in lesson plans in teacher training programs…it does not constitute a priority for professional teacher training...with the exception of intercultural understanding’.
Responsibilities of teacher educators
As teacher educators we continue to ignore global change and decades of professionalliterature that make clear the need to internationalize teacher education such as presented by(Cogan, 1982; Ochoa, 1982; Schneider, 2003). As a result we continue to focus on preparingteachers for schools in communities near our institutions ignoring the reality that we live ina globally interdependent world, are part of the global (not local) professions of teachingand teacher education, and are preparing educators to educate young people who will live past the year 2100.The global reality of teacher education is that our students/prospective teachers come to usfrom the 60 mile/100 kilometer service area of our institutions believing they will live their lives and teach young people as they were taught in the same communities. As professionalsresponsible for the preparation of primary/secondary school teachers who are expected to prepare their students for the 22
century should we recommend individuals with suchlimited life experience for entry into the profession?If the answer is no – or even a qualified yes - then we must act on our responsibility andcause our students to broaden their life experience so they can prepare their students withthe higher order thinking and performance skills they will need for the world in which theywill live. Internationalizing the teacher education curriculum and use of school based placements in other countries/cultures are ways of fulfilling this responsibility.
A global perspective in teacher education
Within the current narrow framework of the standards movement the internationalization of teacher education is essentially non-existent. There is no example of a global perspective being integrated throughout the arts, science, and pedagogical course requirements in anyteacher education program. But this need not be the case if we focus attention on a set of globally defined and accepted standards– such as reflective practice - and understand the processes required to achieve them.All teacher educators would accept as a standard that teachers must be able to reflect on pastexperience and continually integrate new insights in order to increase their effectivenessthroughout their career. But reflection and improvement does not take place in a vacuum. Todevelop this ability, educators must move beyond their comfort zone to see their world from3