CURRICULUM INNOVATION AND REFORM IN TEACHER PREPARATION

Abstract

Curriculum innovation and reform in teacher preparation have become urgent imperatives in response to accelerating globalization, persistent inequities, and complex global challenges such as climate change, migration, and digital disruption. Traditional teacher education models, often rooted in nationalist frameworks and fragmented disciplinary silos, inadequately prepare educators to cultivate students’ intercultural competence, ethical reasoning, and agency for collective action. This paper examines how teacher preparation curricula can be reimagined to integrate global perspectives while remaining responsive to local contexts and decolonial critiques. Drawing on policy analysis, pedagogical theory, and empirical literature, the paper first conceptualizes curriculum reform as both a technical redesign of content and a transformative process of reorienting the purpose of teaching. It analyses structural strategies including the infusion of Global Citizenship Education across foundations, methods, and practicum courses; internationalization of the teacher education experience through virtual exchange, co-teaching, and inclusive mobility; and capacity building for teacher educators in global pedagogies and intercultural competence.