Developing a Policy for an International Experience Requirement in a Graduate Teacher Education Program: A Cautionary Tale

From Section:
Theories & Approaches
Jul. 30, 2010

Source: Teaching Education, Volume 21 Issue 1 (March 2010), pages 33 – 46.

This case study describes the process education faculty went through to craft a response to a school-wide international experience initiative.

Analysis revealed three competing frames that shaped individual faculty members' expectations. This made developing an internationalization requirement in graduate teacher education multifaceted, often ambiguous, and at times contentious.
Failure to acknowledge and reconcile the tensions of these competing frames limited the efficacy of the policy.

This is a cautionary tale providing lessons learned from one university's experience.

Updated: Jan. 17, 2017
Attitudes of teachers | Case studies | Education policies | Global approach | Organizational culture | Teacher education programs