Globalization: International Perspectives on Early Childhood Teacher Education
We live in an increasingly interdependent society. This is readily seen in the accumulating evidence of the impact of environmental warming on rapidly changing weather extremes throughout the world. Likewise, growing global interdependence is seen in diverse nations sharing their resources to locate missing passenger planes and school girls abducted from their classrooms, or international collaboration in ﬁ ghting terrorism. If the world’s increasing interdependence is to result in the creation of a better world, the need for more competent and caring global citizens has never been greater. Since education plays a pivotal role in creating such a citizenry, the world’s teachers have a critical role to play-especially teachers of very young children. Relatively little is known, however, about global challenges facing the preparation of such teachers in the 21st century. This chapter attempts to begin such a dialogue by sharing current issues and concerns facing early childhood teacher educators in diverse areas of the world (Africa, Middle East, Central Europe, and Asia). Unlike much of the literature on global teacher education written primarily by monolingual Americans sharing their impressions of short visits abroad, problems and issues concerning early childhood teacher education (ECTE) from the four regions of the world sampled for this snapshot were shared by native EC teacher educators. Collaborators on this project were asked to share information obtained from the most credible and most recent literature (e.g. Ministry of Education, professional journals, and conferences in their national languages). It is hoped that the conversations shared herein will spark further international sharing that will result in better teachers for our worlds’ children.