We spoke with Prof. Dr. Cem Can, a faculty member at the Faculty of Education, Çukurova University, about the handbook titled Internationalisation of Teacher Education, developed within the EUPeace framework, and the transformation it seeks to foster in teacher education. Our discussion explored how globalisation is reshaping educational environments. Increasing cultural and linguistic diversity requires teacher education programmes to be reconsidered not only structurally, but also in their pedagogical and institutional dimensions. In this context, teacher education emerges as a critical field for rethinking professional competences, educational values, and institutional practices.
From conceptual framework to practice
Evaluating the structural logic of the handbook, Prof. Dr. Cem Can explained that the work is organised around a three-stage framework:
“The handbook first establishes a conceptual framework aligned with the objectives of EUPeace; it then builds its core content through international frameworks and research-based good practices; and finally, it translates these into practical strategies and case examples to make the guide applicable.”
Prof. Dr. Can noted that the academic and institutional experiences informing the process are organised along three principal strands. References such as the Council of Europe’s Reference Framework of Competences for Democratic Culture provide a competence-based foundation for teacher education. He further emphasised that experiences related to exchange programmes, Collaborative Online International Learning (COIL) practices, and integrated international curriculum models were systematically examined. Moreover, structuring inter-institutional cooperation, joint programmes, and research initiatives through sustainable mechanisms constitutes a significant dimension of the work.
© Gasste MediaGlobal competence and intercultural skills
Prof. Dr. Cem Can underlined that one of the handbook’s fundamental premises is the necessity of equipping teachers with global and intercultural competences:
“The book emphasises the necessity of preparing teachers for the challenges they will face in an increasingly interconnected world and enabling them to facilitate learning across diverse contexts.”
This perspective approaches teacher education holistically — not only at the level of subject content, but also in terms of values, pedagogical approaches, and institutional structures.
A systematic structure in eight chapters
The handbook examines the internationalisation of teacher education across eight thematic sections spanning theory, practice, and sustainability. Following the definition of theoretical foundations and key concepts, connections are established with EUPeace’s School for All approach. The handbook addresses cooperation and international partnership mechanisms and elaborates on internationalised curriculum design and pedagogical strategies.
In addition, it examines assessment and quality assurance processes, financial and administrative barriers, and potential solutions. The final section offers future-oriented perspectives, focusing on emerging trends as well as technological and pedagogical innovations. This structure elevates the handbook from a purely theoretical work to a practical and scalable guide.
Academic and institutional contribution
Reflecting on the academic contribution of the work, Prof. Dr. Cem Can stated that the handbook systematically compiles strategies and principles for the internationalisation of teacher education:
“It provides a directly applicable framework for academics in programme design, pedagogical practice options, and quality assurance. Moreover, grounding the proposed approach in international educational frameworks and research-based good practices offers a solid foundation for academic debate.”
© Gasste MediaA perspective of peace and inclusion
Prof. Dr. Cem Can emphasised that the handbook is directly linked to EUPeace’s objective of building peaceful and inclusive societies through education. Integrating international and intercultural dimensions into teacher education contributes to broader goals of peace, justice, and inclusion. Prof. Dr. Cem Can added:
“The inclusivity and diversity focus of the ‘School for All’ approach directly aligns with the aims of the handbook.”
From advocacy to implementation
Prof. Dr. Cem Can emphasised that the work is not merely an advocacy document; it provides practical guidance on how change can be implemented. Among the concrete steps envisaged are updating curricula to incorporate international perspectives, integrating COIL and online collaboration into courses, making student and academic staff mobility more accessible, and enabling teacher educators to bring this dimension into classroom practice.
“Concrete transformation is both possible and intended”
Prof. Dr. Cem Can stated, noting that programmes can be redesigned to foster global competences, existing curricula can be transformed through integration, and barriers to mobility can be reduced.
Author: Gasste Media, Çukurova University
