internationalization, teacher education, K–12 international education, policy enactment
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.
Journal of Education/Revue Canadienne De l’éducation
Peer Reviewed/Refereed Publication
©2020 Canadian Society for the Study of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Original Publication Citation
Trilokekar, R., & El Masri, A. (2020). Internationalizing Teachers’ Preparedness: The Missing Link in Ontario’s Strategy for K–12 International Education? Canadian Journal of Education/Revue Canadienne De l’éducation, 43(1), 170-196. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4055
Trilokekar, Roopa and El Masri, Amira, "Internationalizing Teachers’ Preparedness: The Missing Link in Ontario’s Strategy for K–12 International Education?" (2020). Publications and Scholarship. 4.