Reforming Teacher Education through Localization-Internationalization: Analyzing the Imperatives in Singapore

Abstract

Using Singapore as a case study, this chapter analyzes how the internationalization of teacher education can take place amidst strong national obligations. It discusses qualitative and quantitative data from a study that sought out the features, strategies, and expected outcomes of internationalization in Singapore. Institutional key actors (i.e., institutional leaders, faculty members, administrative staff, and student teachers) from Singapore’s sole teacher education institution, the National Institute of Education, participated in this study.

Findings reveal that the internationalization of teacher education is perceived to be important for its expected academic, economic, sociocultural, and political benefits. However, due to teacher education’s strong national obligations, the integration of international dimensions is limited and guided by local priorities. As a result, a hybridized form of localization and internationalization can be seen in Singapore’s teacher education. This is a significant finding as teacher education – traditionally known to be nationally local – is now interested to incorporate internationalized perspectives.

Citation

Nazeer-Ikeda, R.Z. (2014), "Reforming Teacher Education through Localization-Internationalization: Analyzing the Imperatives in Singapore", Annual Review of Comparative and International Education 2014 (International Perspectives on Education and Society, Vol. 25), Emerald Group Publishing Limited, Leeds, pp. 169-200. https://doi.org/10.1108/S1479-367920140000025014