For decades, scholars have claimed the importance of implementing comparative and international education courses in teacher education programs. Although there are countless benefits of doing so, information or evidence about offering comparative and international education in the teacher education curricula, is negligible. To date, it is uncertain how many teacher education programs include such a course. The current article aims to describe how and why CIE became a required graduate level course within a teacher education program in Chicago. It also discusses the various pedagogical approaches, theories, themes, and content that were selected for the framework of this course. Lastly, the article brings forth teachers' comments and views regarding the benefits of incorporating comparative and international education in teacher education programs and how after completing the class, they perceived themselves to be more effective and globally competent teachers.
Balodimas-Bartolomei, A. (2016). Comparative and International Education in Teacher Training Programs: The Case of North Park University in Chicago. FIRE: Forum for International Research in Education, 3(1). Retrieved from http://preserve.lehigh.edu/fire/vol3/iss1/2
Curriculum and Social Inquiry Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, International and Comparative Education Commons, Science and Mathematics Education Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons