ABSTRACT
In today’s changing world, teacher preparation programs in many countries are pressured by external stakeholders to evolve in light of the shifting needs of a more global society (Darling-Hammond, 2004). There is concern at the international level that education systems are not preparing P-12 students for the new reality of the connected world. In order for students to be prepared to be citizens of this century they must be able to engage with people from many cultures and countries and participate effectively in the global marketplace of this new century (Zhao, 2010). They will require knowledge of geography and boundaries, politics and leadership, and they should have skills in global issues and languages. Thus, the P-12 students of today need a very different kind of education, such that they will be able to effectively negotiate the vastly different environment of this century. In order for this to occur, the teachers of these students must have the requisite knowledge and skills to accomplish their professional purpose.
