Abstract
While the need to internationalize teacher education is recognized by scholars/practitioners, little attention is paid to the role of policy/policy-makers in supporting this endeavor. This chapter focuses on the enactment of Ontario’s K-12 international education strategy by four key policy actors: the Ontario Ministry of Education, the College of Teachers, School Boards and Faculties of Education in realizing (or not) the internationalization of teacher preparedness. A siloed approach, conflict in policy messaging, overlooked policy alignments and weak policy framing result in diminishing the relevance and importance of internationalization of teacher preparedness to meet Ontario’s international education objectives.
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