Empowering Global Citizens

among teacher candidates. However, given the low threshold of the mini-
mum required credits in such courses, a more stringent and defined set of

requirements is needed to develop the knowledge of teachers.

Other strategies to support teachers in global education have included hir—
ing teacher educators who have traveled internationally, who have some
global or area«specific expertise, and who are committed to drawing on that
expertise in their teaching. For instance, regional universities in Oklahoma
specifically require “global expertise” in postings for new hires. Similarly, at
the University of San Diego School of Leadership and Education Sciences,
candidates are asked about their foreign—language proficiency and the
contributions they could make toward internationalizing the school’s cur—
riculum (Longview Foundation, 2008). In examining strategies to bolster
international competence among undergraduate teachers, Schneider (2007)
recommended interfaculty collaboration between the departments of edu—
cation and the arts and sciences. She found that much regional expertise
lay in the area—studies centers that are often housed within arts and science
departments. Bringing this expertise to schools of education would allow
for greater diversity in the course selection offered and would also enrich
existing courses, thereby making schools of education less parochial in their
approach to global competency. Universities such as Indiana University and
the University of Maryland, College Park, have established funds and incen—
tives to support curriculum development that focuses on global awareness,

in some cases specifically for educators (Longview Foundation, 2008).

A fairly common strategy to broaden teachers’ global understanding has been,
at least since the establishment of the Institute for International Education,
supporting teachers in study—abroad programs. These can range from anything
to a week spent abroad observing classes and seeking out the best practices that
are transferable (Stewart, 2012) to spending an entire semester abroad, in the
case of preservice teachers. For example, the University of Minnesota, Morris
mandates that teacher candidates complete their practicum experiences in
settings that are culturally different from ones they know closely. Similarly,

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