Abstract
Recent years have seen a growing trend toward internationalization in education as countries aim to improve and elevate the quality and standards of their educational systems. Canada is widely recognized as one of the most successful countries in implementing internationalization in education. Canadian teacher training programs have benefited from the phenomenon of internationalization in education, and this has led to an incorporation of international perspectives and innovative practices in their curricula, resulting in the development of new pedagogical approaches to support students. To better understand this integration, the study analyzes a wide range of secondary literature and primary documentary sources. The findings emphasize the importance of ongoing research in this area, as well as the complex interactions between internationalization and innovation in Canadian teacher education and curriculum.
You have full access to this open access chapter, Download chapter PDF
Keywords
- Internationalization in education
- Canadian teacher training
- Pedagogical approaches
- Innovation in education
Introduction
With many educators realizing internationalization’s potential to improve innovation and raise the quality of education, an increasing emphasis on internationalization in teacher training programs and curricula has occurred in recent years (Acedo, 2012; Larsen, 2016; Olmedo & Harbon, 2010). Internationalization is crucial for teachers to be able to adjust their teaching methods to the various needs of students from all cultures and backgrounds as globalization continues to change the globe. According to a report by the Organisation for Economic Co-operation and Development (OECD, 2004; as cite in Hénard et al., 2012), internationalization encompasses the integration of intercultural and international elements into the curriculum, teaching practices, research, and extracurricular activities. This approach helps students develop international and intercultural skills without ever leaving their country. Mikulec (2014) stated that the internationalization of teacher education can foster innovation and enhance quality in preparing teachers.
Canada has long been renowned for its multiculturalism and welcoming approach toward immigration. This reputation has positioned Canada as a model for coexistence among individuals from diverse backgrounds. Notably, Canada was the first country to implement an official multiculturalism policy, which has contributed to its positive global perception (Watt, 2016). Moreover, the Accord on the Internationalization of Education, released by the Association of Canadian Deans of Education (2014), emphasizes the significance of internationalization in teacher education within Canada. Canada has made significant strides in promoting internationalization in its education system, with many universities and colleges offering programs that provide opportunities for students to gain international experience and an international perspective (Guo & Guo, 2022). As such, this study uses the case of Canada to reveal the relationship between internationalization and innovation in teacher training programs.
The aim of this study is to provide a comprehensive overview of the complex interactions between internationalization and innovation in Canadian teacher education and curriculum. Examining this interaction in Canadian teacher training programs can help one gain a better understanding of the potential benefits and challenges of increasing internationalization. This study will utilize a wide array of sources, encompassing research findings and reports from educational institutions and organizations. These sources will be employed to investigate the diverse ways in which internationalization is influencing teacher education in Canada. Additionally, the study will examine how internationalization contributes to fostering greater innovation within the curriculum. By drawing on these sources, a comprehensive understanding of the impact internationalization has on teacher education and its role in driving curriculum innovation in Canada can be attained.
Internationalization and Innovation
Before delving into Canadian teacher training programs, establishing clear definitions of the terms internationalization and innovation is essential. Internationalization in the context of education encompasses the integration of an international, intercultural, and global perspective into various educational practices such as teaching, research, and curriculum development (Acedo, 2012; Strielkowski et al., 2021). This involves a range of activities, including international student and faculty exchanges, collaborative research initiatives with international partners, and the infusion of international viewpoints into course content. According to Strielkowski et al. (2021), the primary rationale for the internationalization of higher education is to foster a more cooperative, equitable, and democratic global community. For instance, attracting foreign students aims to enhance academic, cultural, and educational interactions with other nations, as well as to increase the international competitiveness of local universities (Wihlborg & Robson, 2018). The ultimate objective of internationalization is to prepare students for a globalized world by exposing them to diverse cultures and perspectives while equipping them with the necessary skills and knowledge to thrive in an increasingly interconnected global landscape.
In the context of education, innovation pertains to the generation of fresh and creative ideas, practices, and approaches that lead to positive transformations (Foray & Raffo, 2014). It encompasses the development of novel concepts and solutions that bring about change (Havelock, 1973). According to the OECD (2017), innovation is defined as the active pursuit of creative and innovative solutions to tackle significant challenges. It involves approaching these challenges with an open and exploratory mindset, coupled with disciplined experimentation. In line with this, Serdyukov (2017) has provided a comprehensive definition of innovation as a process that goes beyond existing practices and involves the generation of fresh ideas that enable one to carry out tasks in novel ways. This definition emphasizes the importance of breaking free from conventional approaches and fostering a mindset of creativity and originality in order to drive innovation.
Innovation in education can manifest in various forms, including the adoption of new teaching methods, the integration of technology in the classroom, and the creation of innovative curriculum materials. The fact that innovation is typically built upon existing research and the advancement of knowledge rather than being research in itself is important to note (Foray & Raffo, 2014). The overarching aim of innovation is to enhance the quality and effectiveness of education by empowering educators to adapt to changing circumstances and better meet the needs of their students.
The relationship between internationalization and innovation is complex and multifaceted, and they are highly connected (Kyläheiko et al., 2011). One of the primary means of cultivating innovation capabilities is widely acknowledged to occur through internationalization (Du et al., 2022). While internationalization is essential, emphasizing the significance of innovation within the internationalization process in the field of education is equally important (Wilson et al., 2011). This highlights the need to go beyond the mere integration of international perspectives and practices and to actively promote innovative approaches that contribute to educational advancements and positive change.
The increased internationalization of education can indeed foster greater innovation in the field. Through exposure to diverse perspectives, ideas, and approaches from various parts of the world, internationalization stimulates creative thinking and generates new ideas for educational reform. Educators and students benefit from being informed about the latest findings and developments based on global contexts, enabling them to integrate innovative perspectives into their teaching practices and contribute to the enhancement of educational programs. One example of this is evident in the OECD’s (2017) handbook for innovative learning environments, which highlights a tool for expanding upon learning principles through a spiral of inquiry that originated from collaborative efforts among educators in British Columbia, Canada, and New Zealand. This tool, developed as a result of international networks and the influence of internationalization in education, illustrates how creative initiatives emerge and contribute to innovation in teaching practices. The Canadian case serves as a compelling example of how internationalization nurtures collaboration and fosters innovative approaches within education.
Additionally, innovation in education has the potential to drive internationalization (OECD, 2016). As educational reform initiatives embrace innovative perspectives, they often seek partnerships and collaborations with institutions and organizations worldwide. This pursuit of innovative practices can result in increased internationalization as educators and students collaborate on developing new approaches to teaching and learning that incorporate global perspectives and best practices (OECD, 2016; University of Waterloo, 2020). Hence, internationalization and innovation can be viewed as mutually reinforcing, with each aspect driving and facilitating the other. The relationship between innovation and internationalization can be summarized as follows: Internationalization represents a form of innovation, and successful internationalization utilizing advanced knowledge necessitates innovation (Williams & Shaw, 2011).
Internationalization in Teacher Training and the Curriculum of Canada
Gaining a general understanding of Canada’s teacher preparation system is beneficial for comprehending how Canadian teacher education and curriculum have embraced internationalization. While the federal government plays a role in education investments and policies, the responsibility for teacher education programs in Canada lies with the individual provinces (Sheehan & Fullan, 2013). Therefore, each of the 10 provinces and three territories has different teacher education programs. While differences occur in the curriculum offered in different programs, students generally speaking qualify to teach by earning a bachelor’s degree and a concurrent or sequential Bachelor of Education degree at a university-based faculty of education (Connelly & Clandinin, 2004; Van Nuland, 2011). For instance, prospective teachers in the province of British Columbia are required to complete a bachelor’s degree followed by a one-year teacher education program (British Columbia Ministry of Education, 2022; Milford et al., 2022).
The internationalization of teacher training and curriculum has become an increasingly important topic in Canada’s education system. Therefore, Canada has started to take actions to equip teachers with the skills and knowledge needed to prepare their students for success in an interconnected world. One of the most important education declarations regarding internationalization is the Canadian Association of Education Deans’ (2014) Agreement on the Internationalization of Education. One of the main factors in the increased attention to this internationalization is that linguistic, cultural, and racial diversity has become a prominent feature of the school environment due to the changing demographics in Canada (Ryan et al., 2009). The reason for this is that Canada is a multicultural country whose ethnic and cultural diversity has been formed over time by immigrants as well as the First Nations (Larsen, 2016). In 2019, the Canadian government launched the International Education Strategy titled “Building on Success: Canada’s International Education Strategy (2019–2024),” which aims to increase the number of international students studying in Canada, as well as to enhance the global competencies of Canadian students and educators (Government of Canada, 2019). As part of this strategy, the government has increased funding for internationalization initiatives in teacher training programs and encouraged partnerships between Canadian and international institutions. According to this report, the importance of internalization in the Canadian education system is how it supports international learning experiences through study- and work-integrated learning. Thus, it can reinforce the values of openness and inclusion that are the hallmark of Canada’s success as a diverse society.
Canadian universities and colleges have been quick to respond to the government’s call for increased internationalization in teacher training. Numerous institutions have introduced fresh courses and programs to aid teachers in enhancing their knowledge of international issues and incorporating them into their lessons (Hill et al., 2020). For example, the University of British Columbia offers a Bachelor of Education (BEd) International Baccalaureate (IB) Educator Stream within the Teacher Education Office (TEO), which became Canada’s first teacher education program recognized by the International Baccalaureate Organization (IBO) in 2014. This program is designed to engage teacher candidates with a rich experience regarding teaching and leading in international contexts. Educational reforms have also been implemented to ensure that internationalization is integrated into the teacher training curriculum. For instance, the British Columbia Ministry of Education has developed a Global Competencies Framework (British Columbia Ministry of Education, 2015, 2017), which outlines the specific competencies that students need to develop to succeed in a globalized world. The framework has been integrated into the curriculum for all grades and subjects, ensuring that students are exposed to international perspectives throughout their education.
In conclusion, Canada has acknowledged the significance of internationalization in education and has taken steps to improve teacher training in this realm. Through increased funding, the introduction of new courses and programs, and the integration of global competencies into the curriculum, Canada has made considerable efforts to ensure that teacher candidates are well-equipped to thrive in an interconnected world. These educational reforms reflect Canada’s commitment to preparing educators who can effectively engage with diverse perspectives, foster cross-cultural understanding, and navigate the challenges and opportunities presented by globalization. By prioritizing internationalization in teacher training, Canada is striving to create a strong foundation for educational excellence in an increasingly interconnected and interdependent global landscape.
Innovation in the Teacher Training and Curriculum of Canada
The commitment to internationalization has led to substantial transformations within the Canadian education system, specifically in its teacher training and curriculum. These changes have sparked the emergence of innovative ideas, strategies, and practices in education. In line with promoting further innovation, the Canadian government has implemented educational reforms in recent years to enhance its teacher training and curriculum. These reforms have been driven by the recognition of internationalization as a catalyst for change and improvement within the education system. The government’s initiatives reflect a dedication to fostering a dynamic and forward-thinking educational environment that prepares students and educators for the challenges and opportunities of a globalized world. Through these efforts, Canada is actively working toward cultivating a culture of innovation and excellence in education.
From policy to practice, the implementation of educational reforms is currently in progress in several Canadian provinces, including Alberta, Ontario, British Columbia, and Saskatchewan (Alberta Teachers’ Association, 2012; British Columbia Ministry of Education, 2012). These provinces have been prioritizing twenty-first-century skills for several years, and each of them has policy documents that require schools and school boards to focus on developing integrated technology skills, cross-curricular competencies, and entrepreneurial and economic outcomes (Burns, 2017). Moreover, the provinces have identified communication and collaboration as foundational abilities that can drive student achievement (Alberta Teachers’ Association, 2012; British Columbia Ministry of Education, 2012). For example, the Ministry of Education in Nova Scotia created a policy document called Nova Scotia's Action Plan for Education 2015: The 3R's: Renew, Refocus, Rebuild (Nova Scotia Ministry of Education, 2015) to reform the education system. This plan has four main pillars that include modernizing the education system, introducing an innovative curriculum, promoting inclusive school environments, and achieving excellence in teaching and leadership. These pillars are in line with the twenty-first-century skills and competencies (Burns, 2017).
Many teachers’ education programs in Canada have incorporated curriculum content related to various aspects of cultural awareness and equity, such as multicultural, culturally responsive, intercultural, anti-racist, and global citizenship education (Campbell, 2021; George et al., 2020; Larsen, 2016). As an example of innovation, the Faculty of Education at Simon Fraser University has made equity a top priority in their teacher education program to create a new vision for the field. They have encouraged instructors to be adaptable in meeting the diverse needs of their students during times of uncertainty, offered emotional support to teacher candidates, and provided financial assistance to those who require it (Hill et al., 2020). Regarding curriculum, the British Columbia Ministry of Education in 2012 emphasized a flexible curriculum through its program Enabling Innovation: Transforming Curriculum and Assessment, which allows for more creativity and innovation among teachers and students (British Columbia Ministry of Education, 2012). The goal was to eliminate barriers that prevent teachers from tailoring learning to meet the specific needs of students and their communities, which is essential for an education system that prioritizes twenty-first-century skills. The proposed changes focus on competencies that will prepare students for the future, with fewer but more important learning outcomes. Teachers will also have greater flexibility to innovate and personalize learning in their classrooms. The new curriculum prototype follows this approach, providing a framework that emphasizes personalized learning, creative thinking, and collaboration while minimizing prescribed learning outcomes. This approach allows for greater innovation and personalization based on the needs of diverse learners in a variety of contexts. The updated curriculum in British Columbia places greater emphasis on inclusive teaching practices and pedagogy that support diversity in the classroom (Milford et al., 2022). This approach prioritizes removing barriers to learning and promoting inclusion, with a focus on asset-based and growth-oriented models that enable all students to advance. The new curriculum promotes personalized learning, classroom flexibility, and teaching approaches that encourage students to become well-rounded, critical thinkers, and lifelong learners. This shift toward competency-based learning over time represents a departure from a content-heavy curriculum, providing greater flexibility and choice for teachers and students alike. This flexibility allows teachers to be more creative and innovative in designing learning experiences. The revised curriculum also supports the needs of all students, including those with diverse learning needs. Overall, the new curriculum in British Columbia offers a less prescriptive approach, empowering teachers and students to make meaningful choices and fostering creativity and innovation in the classroom (Milford et al., 2022).
Consequently, Canada has made significant steps toward promoting innovation in teacher training and curriculum so as to align with the changing needs of society. The government has implemented educational reforms that prioritize twenty-first-century skills, multiculturalism, equity, and inclusivity (Government of Canada, 2019). Canadian provinces such Alberta, British Columbia, Ontario, and Saskatchewan have adopted policies that focus on developing integrated technology skills, global citizenship, competency-based skills, and classroom flexibility. Specifically, the new curriculum in British Columbia (especially in 2012, 2015, and 2017) provides a framework that emphasizes personalized learning, creative thinking, and collaboration, while minimizing prescribed learning outcomes, thus empowering teachers and students to make meaningful choices and fostering creativity and innovation in the classroom. By focusing on inclusive teaching practices and pedagogy that support diversity in the classroom, the new curriculum in BC places a greater emphasis on removing barriers to learning and promoting inclusion, prioritizing asset-based and growth-oriented models that enable all students to advance. All in all, innovation in the Canadian education system, especially in teacher training and the curriculum, appears to have been influenced by internationalization initiatives (Guo & Guo, 2022).
Shifting Paradigm in Curriculum: Education That Is Gifted
British Columbia also introduced some other educational reforms to increase educational quality and innovations in education such as a redesign of the curriculum in 2015 (British Columbia Ministry of Education, 2015) and the development of a new Individualized Education Plan (IEP) in 2016 (British Columbia Ministry of Education, 2016). The significance of these two reforms is that they emphasize the need to address the cognitive, intellectual, emotional, and behavioral needs of all students without distinction between those who require special education and those who do not. According to Lo et al., (2019, 2022), this reform was an important step in making the general education curriculum more “gifted,” because the paradigm regarding giftedness is shifting from person-based approaches (i.e., identifying giftedness) to process-based approaches (i.e., transacting giftedness). Therefore, this reform has the potential to have education become more gifted for every student, rather than being simply gifted to other special groups (e.g., by using an enriched program, emphasizing competency-based skills, and boosting talents). These innovative concepts center around the idea of providing all students with enriched educational possibilities. Put another way, it promotes an education that is gifted, one in which all students are inspired and helped to develop their gifts in a stimulating learning environment (Lo et al., 2019; Meyer & Plucker, 2021; Saglam et al., 2023). Therefore, the student-centered approach in reforms requires a shift in mindset toward the belief that all students can learn and that all teachers can teach them, provided they have the right support (British Columbia Ministry of Education, 2017). The new format of British Columbia’s Individualized Education Plan has been designed to identify and address student strengths and needs in each domain, thus providing a more comprehensive and personalized approach to education planning (Milford et al., 2022).
According to the British Columbia Ministry of Education (2015), these reforms emphasize personalized learning and support the competencies and skills students need. The reforms also mention core competencies, concept-based and competency-driven learning approaches, flexibility, diversity, and inclusiveness. The reforms aim to have every student find themselves prepared as a critical thinker and lifelong learner as a result of the reforms (Milford et al., 2022). This also indicates that one of the goals of the reforms is to establish an open system that recognizes, accepts, and fosters the development of many different kinds of intelligence, abilities, and strengths (Lo et al., 2019). These reforms (British Columbia Ministry of Education, 2015, 2016) state that every student learns with different styles, at different rates, and in different ways; therefore, the curriculum needs to offer highly engaging high-quality learning opportunities for all students. The reforms emphasize giving students’ opportunities that meet their needs so they can develop their potential (Lo et al., 2019).
The educational reforms the British Columbia Ministry of Education introduced in 2015 and 2016 can indeed be seen as innovative and aligned with the principles of internationalization in education. These reforms signify a paradigm shift in the understanding of giftedness and promote an inclusive and diverse educational system that recognizes and nurtures different types of intelligences, abilities, and strengths. The focus on personalized learning, competencies, skills development, flexibility, and inclusiveness reflects innovative approaches in education. These reforms acknowledge the importance of individualized learning experiences that cater to the unique needs and strengths of each student. By prioritizing competencies and skills, the reforms recognize the importance of preparing students for the demands of the twenty-first century, a century where critical thinking, adaptability, and lifelong learning skills are highly valued. Furthermore, the emphasis on inclusiveness and diversity aligns with the principles of internationalization, which emphasize the importance of creating inclusive learning environments that celebrate and value students’ diverse backgrounds and abilities. The reforms aim to provide high-quality learning opportunities for all students, including those with special education needs, and strive to ensure that every student can reach their full potential. By embracing these innovative changes, British Columbia’s educational reforms contribute to the internationalization of education by aligning with global trends and best practices. These reforms demonstrate a commitment to providing an education system that prepares students to thrive in a globalized world, where intercultural competence, open-mindedness, and adaptability are crucial. Overall, the educational reforms the British Columbia Ministry of Education has introduced serve as a noteworthy example of how internationalization and innovation can work hand in hand to enhance the quality of education and foster the development of well-rounded, engaged, and globally competent learners.
Conclusion
The Canadian education system has made significant investments to enhance the quality, inclusivity, and innovation of education through internationalization, which is one of the crucial education agendas. The implementation of educational reforms in Canada has not only focused on improving the quality of teacher training but also aimed to provide teacher candidates with valuable experiences in teaching in an international context. The introduction of programs like the “International Baccalaureate (IB) Educator Stream” at the University of British Columbia (UBC) serves as an example of how institutions are offering specialized courses and programs to prepare educators for the globalized world.
In terms of curriculum, the educational reforms influenced by internationalization in Canada have prioritized a student-centered approach that aims to develop competencies and address the diverse needs of learners. The focus on individualized education plans that consider students’ cognitive, emotional, and behavioral aspects reflects a commitment to inclusivity and personalized learning experiences. These reforms have contributed to a more diverse educational system in Canada, attracting a greater number of international students and fostering partnerships between Canadian and international universities. The recruitment of international students and the establishment of partnerships with institutions from around the world further contribute to the internationalization of the Canadian education system. These collaborations provide opportunities for cross-cultural exchange, knowledge sharing, and the integration of innovative practices from different educational contexts. Overall, the Canadian educational reforms demonstrate a commitment to internationalization by providing teacher candidates with international teaching experiences, promoting student-centered approaches, and fostering diversity and partnerships. These efforts contribute to the enhancement of educational quality, inclusivity, and innovation, ultimately preparing students and educators for success in an interconnected and globalized world.
Moreover, the sharing of knowledge, best practices, and ideas between Canadian and foreign educators has played a crucial role in fostering innovation in the Canadian educational system. By engaging in international collaborations and exchanges, educators have been able to learn from different educational contexts, gain new insights, and adopt innovative pedagogies and approaches. The integration of students’ diverse cultural backgrounds with their academic needs has also contributed to the development of new teaching and learning methods. Educators have been able to draw on a wide range of perspectives and experiences to create inclusive and effective learning environments. This cultural diversity has sparked innovative approaches to instruction, assessment, and curriculum design that cater to the unique needs and strengths of each student.
As a result of internationalization’s effect on the education curriculum in Canada, the focus on personalized learning and flexible curriculum has been instrumental in promoting innovation in the Canadian education system. By recognizing that students have different learning styles, interests, and goals, educators have been able to design learning experiences that are tailored to individual needs. This approach empowers students to take ownership of their learning and fosters critical thinking, creativity, and lifelong learning skills. Furthermore, the integration of technology in education has been a catalyst for innovation. The use of digital tools, online resources, and educational technology platforms has opened up new possibilities for interactive and engaging learning experiences. Teachers have embraced digital resources and innovative teaching methods to enhance instruction, collaborate with colleagues, and provide personalized feedback to students.
In summary, the sharing of knowledge and ideas through internationalization, combined with a focus on personalized learning and the integration of technology, has indeed been instrumental in driving innovation in the Canadian education system. As a result, new pedagogies, technology-enhanced learning environments, and flexible curriculum approaches have emerged, equipping students with the skills they need to thrive as critical thinkers and lifelong learners in an ever-changing world. This commitment to innovation and student-centered education reflects the ongoing efforts to enhance the quality, inclusivity, and effectiveness of the Canadian education system through internationalization.
References
Acedo, C. (2012). Internationalization of teacher education. Prospects, 42(1), 1–3. https://doi.org/10.1007/s11125-012-9225-y
Alberta Teachers’ Association. (2012). A great school for all: Transforming education in Alberta. http://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Research/PD-86-26%20A%20Great%20School%20for%20All-Transforming%20Education%20in%20Alberta.pdf
Association of Canadian Deans of Education. (2014). Accord on the Internationalization of Education. https://csse-scee.ca/acde/wp-content/uploads/sites/7/2017/08/Accord-on-the-Internationalization-of-Education.pdf
British Columbia Ministry of Education. (2012). Enabling innovation: Transforming curriculum and assessment. http://www.bced.gov.bc.ca/irp/docs/ca_transformation.pdf
British Columbia Ministry of Education. (2015). Introduction to British Columbia’s redesigned curriculum. Ministry of Education. https://curriculum.gov.bc.ca/rethinking-curriculum
British Columbia Ministry of Education. (2016). Special education services: A manual of policies, procedures and guidelines. British Columbia Ministry of Education. http://www.bced.gov.bc.ca/Specialed/Special_ed_policy_manual.pdf
British Columbia Ministry of Education. (2017). Diversity in BC schools. https://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/diversity-in-bc-schools
British Columbia Ministry of Education. (2022). Teacher education program approval standards. BC Teachers’ Council. https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teacher-regulation/teacher-education-programs/tep_standards.pdf
Burns, A. (2017). A cross Canada inventory: Evidence of 21st-century educational reform in Canada. Interchange, 48(3), 283–292. https://doi.org/10.1007/s10780-017-9301-6
Campbell, C. (2021). Educational equity in Canada: The case of Ontario’s strategies and actions to advance excellence and equity for students. School Leadership & Management, 41(4–5), 409–428. https://doi.org/10.1080/13632434.2019.1709165
Connelly, F. M., & Clandinin, D. J. (2004). Canadian teacher education in transformation. In Y. C. Cheng, K. W. Chow, & M. M. C. Mok (Eds.), Reform of teacher education in the Asia-Pacific in the New Millennium (pp. 35–43). Springer. https://doi.org/10.1007/978-1-4020-2722-2_3
Du, J., Zhu, S., & Li, W. H. (2022). Innovation through internationalization: A systematic review and research agenda. Asia Pacific Journal of Management, 40, 1217–1251. https://doi.org/10.1007/s10490-022-09814-z
Foray, D., & Raffo, J. (2014). The emergence of an educational tool industry: Opportunities and challenges for innovation in education. Research Policy, 43(10), 1707–1715. https://doi.org/10.1016/j.respol.2014.07.010
George, R. C., Maier, R., & Robson, K. (2020). Ignoring race: A comparative analysis of education policy in British Columbia and Ontario. Race Ethnicity and Education, 23(2), 159–179. https://doi.org/10.1080/13613324.2019.1679754
Government of Canada. (2019). Building on success: International education strategy 2019–2024. Government of Canada. https://www.international.gc.ca/education/assets/pdfs/ies-sei/Building-on-Success-International-Education-Strategy-2019-2024.pdf
Guo, Y., & Guo, S. (2022). Internationalization of Canadian teacher education: Teacher candidates’ experiences and perspectives. ECNU Review of Education, 5(3), 425–449. https://doi.org/10.1177/2096531120946045
Havelock, R. G. (1973). The change agent’s guide to innovation in education. Educational Technology Publications.
Hénard, F., Diamond, L., & Roseveare, D. (2012). OECD higher education programme: Approaches to internationalisation and their implications for strategic management and institutional practice: A guide for higher education institutions. http://www.oecd.org/edu/imhe/Approaches%20to%20internationalisation%20-%20final%20-%20web.pdf
Hill, C., Rosehart, P., St. Helene, J., & Sadhra, S. (2020). What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada. Journal of Education for Teaching, 46(4), 565–575.https://doi.org/10.1080/02607476.2020.1797439
Kyläheiko, K., Jantunen, A., Puumalainen, K., Saarenketo, S., & Tuppura, A. (2011). Innovation and internationalization as growth strategies: The role of technological capabilities and appropriability. International Business Review, 20(5), 508–520. https://doi.org/10.1016/j.ibusrev.2010.09.004
Larsen, M. A. (2016). Globalisation and internationalisation of teacher education: A comparative case study of Canada and Greater China. Teaching Education, 27(4), 396–409. https://doi.org/10.1080/10476210.2016.1163331
Lo, C. O., Lin-Yang, R. C., & Chrostowski, M. (2022). Giftedness as a framework of inclusive education. Gifted Education International, 38(3), 431–437. https://doi.org/10.1177/02614294211049157
Lo, C. O., Porath, M., Yu, H.-P., Chen, C.-M., Tsai, K.-F., & Wu, I.-C. (2019). Giftedness in the making: A transactional perspective. Gifted Child Quarterly, 63(3), 172–184. https://doi.org/10.1177/0016986218812474
Meyer, M. S., & Plucker, J. A. (2021). What’s in a name? Rethinking “gifted” to promote equity and excellence. Gifted Education International, 38(3), 366–372. https://doi.org/10.1177/02614294211038988
Mikulec, E. (2014). Internationalization and teacher education: What dispositions do teachers need for global engagement? Education in a Changing Society, 1, 5–13. https://doi.org/10.15181/atee.v1i0.657
Milford, T., Lawrence, B., McGhie-Richmond, D., & Brenton-Haden, S. (2022). Inclusive education in British Columbia: Teaching to diversity. In W. Beamish & M. Yuen (Eds.), The inclusion for students with special educational needs across the Asia Pacific: The changing landscape (pp. 151–168). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2221-3_9
Nova Scotia Ministry of Education. (2015). Nova Scotia’s action plan for education 2015: The 3 R’s: Renew, refocus, rebuild. Retrieved from: https://www.ednet.ns.ca/docs/educationactionplan2015en.pdf
Olmedo, I., & Harbon, L. (2010). Broadening our sights: Internationalizing teacher education for a global arena. Teaching Education, 21(1), 75–88. https://doi.org/10.1080/10476210903466992
Organisation for Economic Co-operation and Development. (2004). Internationalisation and trade in higher education: Opportunities and challenges. OECD. https://doi.org/10.1787/9789264015067-en
Organisation for Economic Co-operation and Development. (2016). Innovating education and educating for innovation: The power of digital technologies and skills. OECD. https://doi.org/10.1787/9789264265097-en
Organisation for Economic Co-operation and Development. (2017). The OECD handbook for innovative learning environments. OECD. https://doi.org/10.1787/9789264277274-en
Ryan, J., Pollock, K., & Antonelli, F. (2009). Teacher diversity in Canada: Leaky pipelines, bottlenecks, and glass ceilings. Canadian Journal of Education, 32(3), 591–617.
Saglam, M. H., Goktenturk, T., Demir, I., & Yazıcı, E. (2023). Environmental factors for the advancement of teachers’ self-efficacy in professional development. Journal of Intelligence, 11(2), 28. https://doi.org/10.3390/jintelligence11020028
Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/JRIT-10-2016-0007
Sheehan, N., & Fullan, M. (2013). Teacher education in Canada: A case study of British Columbia and Ontario. In M. F. Wideen & P. P. Grimmett (Eds.), Changing times in teacher education: Restructuring or reconceptualising? (pp. 89–101). Routledge. https://doi.org/10.4324/9780203046319
Strielkowski, W., Grebennikova, V., Razinkina, E., & Rudenko, E. (2021). Relationship between globalization and internationalization of higher education. E3S Web of Conferences, 301, 03006. https://doi.org/10.1051/e3sconf/202130103006
University of Waterloo. (2020). Waterloo bridge to 2020: Internationalization. University of Waterloo. https://uwaterloo.ca/strategic-plan/bridge-to-2020/sites/ca.strategic-plan.bridge-to-2020/files/uploads/files/internationalization_issue_paper_28may2018_final-s.pdf
Van Nuland, S. (2011). Teacher education in Canada. Journal of Education for Teaching, 37(4), 409–421. https://doi.org/10.1080/02607476.2011.611222
Watt, D. (2016). Toward the internationalization of teacher education for social justice: Interrogating our relation to difference in between here and there. In J. Rahatzad, H. Dockrill, S. Sharma, & J. Phillion (Eds.), Internationalizing teaching and teacher education for equity: Engaging alternative knowledges across ideological borders (pp. 1–19). Information Age Publishing.
Wihlborg, M., & Robson, S. (2018). Internationalisation of higher education: Drivers, rationales, priorities, values and impacts. European Journal of Higher Education, 8(1), 8–18. https://doi.org/10.1080/21568235.2017.1376696
Williams, A. M., & Shaw, G. (2011). Internationalization and innovation in tourism. Annals of Tourism Research, 38(1), 27–51. https://doi.org/10.1016/j.annals.2010.09.006
Wilson, J., Li-Hua, R., Wilson, J., Aouad, G., & Li, X. (2011). Strategic aspects of innovation and internationalization in higher education: The Salford PMI2 experience. Journal of Chinese Entrepreneurship, 3(1), 8–23. https://doi.org/10.1108/17561391111105990
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits any noncommercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if you modified the licensed material. You do not have permission under this license to share adapted material derived from this chapter or parts of it.
The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
Copyright information
© 2024 The Author(s)
About this chapter
Cite this chapter
Levent, A.F., Sağlam, M.H. (2024). More Internationalization, More Innovation: The Case of Canadian Teacher Training Programs. In: Akgün, B., Alpaydın, Y. (eds) Global Agendas and Education Reforms. Maarif Global Education Series. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-97-3068-1_14
Download citation
DOI: https://doi.org/10.1007/978-981-97-3068-1_14
Published:
Publisher Name: Palgrave Macmillan, Singapore
Print ISBN: 978-981-97-3067-4
Online ISBN: 978-981-97-3068-1
eBook Packages: EducationEducation (R0)