Abstract: The current research investigates how international-mindedness is represented in the Egyptian teacher education (TE) curriculum as a core concept in international education. I adopted qualitative methodology, with thematic analysis being the method of data analysis. I conducted a document analysis of preservice English teacher education curricula using international-mindedness (IM) as a framework. The analysis included internal bylaws of the Faculty of Education, Assiut University, Egypt. Findings suggest that English teacher education curricula did not include references/indications to IM competencies excluding some implicit indications. Conclusions and recommendations highlight the need for curricular changes in the curricula to reflect better/represent IM.
Mohammad M. Mareye (Wed,) studied this question.