A Consortium Model for Internationalizing Teacher Education
Teresa M. Reynolds, Miriam Chitiqa, David Mungoshi

Abstract
A reformation in the process of training teachers is needed. This reforming of the long kept principles and practices for the education of pre-service teachers could be addressed through the framework of internationalizing teacher education. This paper offers a model that challenges teacher educators, schools of education, licensing policy makers, and philanthropic entities to pick up the gauntlet toward the purpose of redefining teacher education programs and elicit the corroboration and collaboration of transcontinental academies of teaching and learning. The proposed four-pronged framework can be adapted or extended. In theory, it should only require the re-commissioning of current policies or fiscal and human resources to reflect a more globally sentient approach to teaching and learning and the training of teachers for the primary through secondary age learner. While the proposal does not indicate a need to transition from the current framework for teacher education through on-site and field based training, it does offer a framework for expanding the process to include a greater collaboration between intercontinental groups in an expanded global social context. The proposal offers a possible organizational extension to traditional programs for teacher education and includes a challenge for teacher educators to examine and expand current philosophy for teacher education programming.

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