Öğretmen Adaylarının Uluslararası Deneyimleri Bağlamında Hizmet Öncesi Öğretmen Eğitimi Programlarının Uluslararasılaşma Açısından İncelenmesi

Abstract

This article analyses the concept of internationalizing teacher education curricula in Turkish higher education. It relies on the data collected from the prospective teachers with an international experience during their pre-service teacher education process. The eleven participants from different teacher education programs of a state university in the west part of Türkiye explain their opinions on internationalization through comparisons between their university in Türkiye and the host university abroad, focusing on the curriculum used in each country. The findings mainly show that the prospective teachers have a favourable viewpoint regarding internationalization and agree with the necessity to add an international aspect to the teacher education curricula. However, they find the curricula in their countries insufficient for internationalization and for providing prospective teachers with a global perspective. Furthermore, they have more optimistic perceptions about the curricula used in the host countries and desire that teacher educators use more interactive teaching methods in their countries, too. These findings suggest that teacher education must include an international aspect in the curriculum, and this process must be integrative and multi-faceted.