Initial Teacher Education in the Pursuit of Global and International Education
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This study adopts Merryfield’s (1994) term global and international education to ensure theoretical clarity. Drawing this concept and definition, the key dimensions of global and international education are identified as the “development of international society,” “international understanding,” and “international cooperation.” Building on these key elements, the paper examines how teacher education fosters global and international education, with a particular focus on initial teacher education. Analyzing how these practices are implemented at an elementary teacher education institute in South Korea, the article identifies key areas for improvement. The findings suggest that while the case institution incorporates aspects of global and international education in its curriculum and international cooperation projects, its approach remains limited – providing only restricted exposure to diverse cultures and lacking significant impact beyond the domestic context. The study concludes by offering recommendations to enhance global and international education, including expanding language offerings, integrating global perspectives into core curricula, fostering diverse international partnerships, and promoting faculty research in the field.
Abstract
This study adopts Merryfield’s (1994) term global and international education to ensure theoretical clarity. Drawing this concept and definition, the key dimensions of global and international education are identified as the “development of international society,” “international understanding,” and “international cooperation.” Building on these key elements, the paper examines how teacher education fosters global and international education, with a particular focus on initial teacher education. Analyzing how these practices are implemented at an elementary teacher education institute in South Korea, the article identifies key areas for improvement. The findings suggest that while the case institution incorporates aspects of global and international education in its curriculum and international cooperation projects, its approach remains limited – providing only restricted exposure to diverse cultures and lacking significant impact beyond the domestic context. The study concludes by offering recommendations to enhance global and international education, including expanding language offerings, integrating global perspectives into core curricula, fostering diverse international partnerships, and promoting faculty research in the field.