Purpose

By adopting policy enactment perspective proposed by Stephan Ball as the main conceptual framework, this paper investigates how internationalization of teacher education (ITE) has been materialised at the institutional level.

Design/methodology/approach

This study conducted in-depth interviews with seven heads of teacher education programs (TEPs) to understand how contextual factors influence the implementation of ITE in Taiwan. The seven program heads have sufficient teaching and administrative experiences in TEPs. Based upon these interview results, major concerns revolved around the notions and necessity of ITE, the visions and competencies for future teachers, curriculum and learning opportunities for student teachers, and how ITE is materialised at TEPs.

Findings/results

Despite keeping in line with the vision of cosmopolitan teachers, the actualization of ITE policies are considerably conditioned by the multiple contexts. Our findings suggest that ambitious policy expectations are not fully supported by the external and material contexts. Furthermore, professional capacity within the university is not so favourable for greater ITE. The notions of a cosmopolitan teacher might also be side-lined by the English regime and nationalism characterized by the Taiwanese system.

Originality/value

Despite the increasing internationalization of education over the past two decades, teacher education has only gradually moved into this terrain. Limited empirical investigations have explored how teacher education policies and practices are implemented at the institutional level. In order to become more immersed in the global order and values, Taiwan has been keen to promote international perspectives and outlooks for younger generations. In such a context, it is very valuable to examine ITE in Taiwan.

Suggestions/implications

As the policy enactment perspective has indicated, multiple contexts have direct effects upon how policies are translated into the institutional practices. The mega configuration (e.g., teacher qualification exam) and local nuance issues (e.g., student intake) have significant implications for greater ITE at the institutional level. In terms of the theoretical dimension, the policy enactment perspective also brings meaningful dialogue to pedagogy. Future teachers need to be nurtured in the context of the globalized world. The five types of knowledge proposed are highly related to the cultivation of future teachers. The contextual realities lead to tensions and struggles over how the cosmopolitan teacher is nurtured at the institutional level. These contextual effects have direct impacts upon the knowledge and skills delivered for each TEP.