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This article begins with a brief overview of the relationship between globalisation and the internationalisation of higher education. This serves as a backdrop for the focus of the article, which is the internationalisation of teacher education. In order to see the diverse ways that teacher education programs have been internationalised over the past 15 years, a case study comparing internationalisation initiatives in Greater China and Canada is presented. This comparative case study demonstrates how different globalising processes influence various forms of internationalisation. Comparison also sheds light on the importance of attending not only to broader, global processes, but specific, local contextual factors. Rather than consider internationalisation as one set of practices that have been taken up globally, this article suggests that there are many different forms of internationalisation in teacher education that are influenced by both global and local contexts. In this respect, the study moves us towards a more nuanced and complex understanding of how teacher education institutions across diverse settings are being internationalised in the 21st century.
Citation of this paper:
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.