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Design/Approach/Methods: Use policy analyses, a student survey, and interviews with 12 teacher candidates from local, racialized minority, and international backgrounds. Findings: Internationalization is often framed as student mobility and Canadian openness, yet participants report Eurocentric curricula, exclusion, and racism, alongside moments of agency.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/internationalization-of-canadian-teacher-education-teacher-candidates-experiences-and-perspectives/601331/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/internationalization-of-canadian-teacher-education-teacher-candidates-experiences-and-perspectives/601331.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose regarding internationalization?","Question",{"text":112,"@type":113},"The study examines how teacher candidates experience and interpret internationalization at home in Canada, using social imaginary, Canadian exceptionalism, and social inclusion as guiding lenses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected for the study?",{"text":117,"@type":113},"Data came from policy analyses, a student survey on internationalization in higher education, and interviews with 12 teacher candidates.",{"name":119,"@type":110,"acceptedAnswer":120},"What key tensions did the findings reveal?",{"text":121,"@type":113},"Many participants link internationalization to student mobility and imagine Canadian society as open and tolerant, but they also reported Eurocentric curricula, exclusion, and racism, with some participants taking agency to challenge White-dominant perspectives.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601331,1792166149,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Internationalization of Canadian Teacher Education: Teacher Candidates’ Experiencesand Perspectives  \nYan Guo (郭燕) University of Calgary Shibao Guo (郭世宝) University of Calgary  \nECNU Review of Education 2022, Vol. 5(3) 425–449 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120946045](DOI: 10.1177/2096531120946045)[ ](DOI: 10.1177/2096531120946045)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: Informed by social imaginary, Canadian exceptionalism, and social inclusion, this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada.  \nDesign/Approach/Methods: Data were collected from three sources: (a) policy analyses of public documents related to internationalization in Canada and at the university; (b) a student survey on the internationalization of higher education; and (c) individual interviews with 12 teacher candidates. Eight interviewees were local, four White and four racialized minorities, and four were international.  \nFindings: Findings indicate that most participants relate internationalization to student mobility. They present the Canadian society and themselves as open, tolerant, and accepting. Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates. They reported that they experienced Eurocentric curricula, different forms of exclusion, and racism. Some participants enacted agency to disrupt the dominance of White perspectives.  \nCorresponding author:  \nYan Guo, Werklund School of Education, University of Calgary, 2500 University Drive NW, Calgary, Alberta T2N 1N4, Canada.  \nEmail: yanguo@ucalgary.ca  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: This research addresses knowledge gaps related to internationalization policy as teacher candidates’ voices are not often heard in internationalization initiatives. The study suggests that the internationalization of teacher education requires decolonization of curriculum, bridging with anti-racism education, and the internationalization of teacher educators.  \nKeywords  \nCanada, higher education, internationalization, policy and practice, teacher education Date received: 22 October 2019; revised: 2 July 2020; accepted: 7 July 2020  \nIntroduction  \nInternationalization has become a key focus area for many Canadian institutions. A 2014 survey of Canadian universities reported that 95% of responding institutions identify internationalization as part of their strategic plan, and 82% consider it among one of their top five priorities (Universities Canada, 2014) . Teacher education is “no exception to this trend”(Larsen, 2016, p. 396) . In 2014, the Association of Canadian Deans of Education released the Accord on Internationalization of Education, which foregrounded internationalization in teacher education in Canada. Across the country, many teacher education programs offer teaching abroad, traveling to many parts of the world to volunteer teach, as part of international practicum placements for their Bachelor of Education degree requirements. However, only 11% of Canadian undergraduate students have international experiences (Study Group on Global Education, 2017) . Little is known about teacher candidates’ experience of internationaliza","cbCaioik2u8dJxv9","https://ap.wps.com/l/cbCaioik2u8dJxv9","pdf",212478,25,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n# Introduction\n## Research aims and questions\n# Theoretical framework\n## Social imaginary\n## Canadian exceptionalism\n## Social inclusion","[{\"question\":\"What is the study’s main purpose regarding internationalization?\",\"answer\":\"The study examines how teacher candidates experience and interpret internationalization at home in Canada, using social imaginary, Canadian exceptionalism, and social inclusion as guiding lenses.\"},{\"question\":\"How were the data collected for the study?\",\"answer\":\"Data came from policy analyses, a student survey on internationalization in higher education, and interviews with 12 teacher candidates.\"},{\"question\":\"What key tensions did the findings reveal?\",\"answer\":\"Many participants link internationalization to student mobility and imagine Canadian society as open and tolerant, but they also reported Eurocentric curricula, exclusion, and racism, with some participants taking agency to challenge White-dominant perspectives.\"}]","Internationalization of Canadian Teacher Education - Teacher Candidates’ Experiences and Perspectives | PDF",1792092415,63]