ABSTRACT
Teacher education is necessarily based in the local and national realities of a particular school system. Yet, calls for GCE typically invoke the need for teachers who are themselves globally competent, presenting a foundational disconnect (Merryfield, 2000; Zong, 2009). If teachers do not see themselves as global learners, their students may be unlikely to adopt a similar perspective. There has been attention to this conundrum recently in teacher education, shining the spotlight on a few programs. These efforts include cooperative exchanges among students and faculty in teacher education programs, attention to multilingual capacities of teacher candidates and the students they serve along with efforts to promote global learning in university-based programs (Buczynski et al., 2010). Professional organizations, such as the American Association of Colleges of Teacher Education (AACTE), have developed awards for exemplary programs, though by their own admission indicate that not nearly enough is happening to prepare teachers for building global learning capacity in the US (Robinson, 2012).
