The internationalization of University teacher education is very important today since teachers have to prepare students for living and working in the new global world. To prepare students for the globalization of the society, university teachers should have the opportunity to gain international experience – from traditional studies and internships to summer schools and degree theses abroad, blended learning formats, buddy programmes, international field trips to preparing English-language degree programmes together with international colleagues. In this paper the authors describe the IDUTE programme (International Dimension of University Teacher Education) designed to enhance the international dimensions of various components of University teacher education programmes, to transform courses in order to facilitate change and improvement in reaching the internationalization goals of their work and to help provide University teachers with greater global competence. This paper details the nature and specifics of the IDUTE programme and provides details of the programme’s outcomes and results. The authors have done extensive research to determine both the existing international content and programme practices for University teacher education and perceived needs for improvement. The IDUTE programme promotes internationalisation among technical teachers and students and expands intercultural competence into their studies and career through creation and development of separate 16/36/72-hour modules on international activities of University Teachers.
This paper discusses conceptual aspects of higher education internationalization problem in terms of native and foreign scientists. The author of the study comes to the conclusion that internationalization of higher education is assessed differently by specialists and there is no consensus in assessing benefits and possible risks associated with the internationalization and in the terminological definition of the process itself. Key components of internationalization methodology in the context of the university are analyzed. In the course of the work the author determines that the internationalization of education is one of the factors in the formation of a global space for higher education and can be represented by a multitude of processes, including international academic mobility, introduction of world standards, internationalization of training courses, intercultural programs, etc. The author defines basic components of the university culture which must be developed in conditions of internationalization. The definitions of the concepts of internal, external, national, cross-border and international levels of the internationalization of higher education are considered.
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