Faculty of Education, University of Tasmania (Australia)

The faculty recognises several elements of internationalisation of the curriculum such as global perspectives, intercultural competence, and education for global citizenship, that should be incorporated into the unit description, learning outcomes, general graduate attributes, recommended reading, and teaching, learning and assessment strategies. The faculty emphasises creating ‘the internationally minded teacher in reference to the study of Snowball (2008) that identified the following 7 domains essential to the internationalisation of teachers.

1. understanding the international context of education, and supporting the ideals of developing internationally minded students
2. being familiar with student characteristics, including stage theories of development, age level characteristics and student variability in learning
3. using strategies that facilitate the achievement of students from diverse cultural groups
4. valuing students’ multilingual abilities and demonstrating understanding of processes involved in language acquisition and development in the first and subsequent languages
5. being sensitive to the difficulties transition can cause and in addition to handling personal stresses effectively, being skilled in supporting students and parents
6. actively seeking to enrich both what and how they teach with multiple international perspectives
7. being a reflective practitioner who continually evaluates the effects of her/his choices and actions on others and who actively seeks out opportunities to grow professionally and extend her/his horizons.

Snowball, L. (2008). Internationalising Education: Seven Essential Domains of Skills and Knowledge for the Internationally Minded Teacher. Seminar Series, No.175, July 2008, Victoria: Centre for Strategic Education.

Faculty of Education Internationalisation of the Curriculum
http://www.utas.edu.au/internationalisation/
Website undergoing reorganisation

Faculty of Education, York University (Canada)

Students in the Bachelor of Education (BEd) concurrent programme are able to specialise, within their existing programme, in international education. The international specialization is offered by allowing students to package their courses and experiences. Students are asked to take internationally-focused elective courses, such as ‘Teaching Internationally and Interculturally’, ‘Reflecting On and Interpreting the International Educational Experience’, ‘Educating for a Sustainable Future: A Multidisciplinary Approach’ and ‘Education and Human Rights’, and international experiences including study abroad, internship, working as a language partner or a member of the planning committee with the Faculty of Education Student Association’s International Mini-Conference.

International Specialization
http://www.registrar.yorku.ca/calendars/2011-2012/faculty_rules/ED/concurrent_intl_specialization.htm

Other opportunities
http://edu.yorku.ca/intl/EmersonYorkUnivBrochure.pdf

College of Education, Michigan State University (USA)

The college promotes a comparative understanding of educational policies, institutions and practices by integrating international perspectives into its teaching, research and public service, and offering global and international-related courses at master and doctoral levels in the Teacher Education and Education Administration Department

In addition, a learning community and international network called LATTICE (Linking All Types of Teachers to International Cross-Cultural Education) was established with the aims of cultivating and supporting a global perspective in K-12 classrooms through linking six school districts in mid-Michigan with international graduate students/scholars at the university and providing them with personal and professional development opportunities

Global and International-related Courses in TE and EAD
http://ed-web3.educ.msu.edu/international/graduate%20study/global%20courses.html

LATTICE
http://www.latticeworld.org/

College of Education, University of Maryland

The Office of International Initiatives (OII) was established to help support the College of Education’s priorities related to international education. The office seeks to coordinate and support a variety of initiatives in the College, including programme development, internationalisation of teacher education, faculty and student scholarship in international contexts, study abroad, improved integration and involvement of international scholars and students, and international collaboration on many levels.

OII
http://www.education.umd.edu/international/

School of Education, Indiana University (USA)

The Cultural Immersion Projects that include the American Indian Reservation Project, the Overseas Project, and the Urban Project are designed to provide classroom and community involvement experiences for student teachers of the school. The on-site experiences, together with focused reflections and ongoing academic reporting, result in new learning and insights that go far beyond the scope of student teaching alone.

Cultural Immersion Projects
http://education.indiana.edu/strongCulturalImmersionProjectsstrong/tabid/4184/Default.aspx

School of Leadership and Education Sciences, University of San Diego (USA)

All students in the school will be required to participate in an international experience prior to completion of their degree programmes. An international experience is defined as an opportunity for students to interact with individuals and/or institutions from a nation outside the U.S. in a manner that supports their personal and professional growth, nurtures cultural understanding, and prepares students to interact with and effectively serve diverse communities in a professional capacity.

International experience requirement information for students
http://www.sandiego.edu/soles/documents/InternationalExpInfo_2010_000.pdf