Teacher Education Integrated Curriculum Mobility: Perspectives for Asean Countries
In today’s multicultural and interconnected communities, there are obvious benefits to
promote the number of “internationalization components” of teacher education program to
communicate with global and regional context. The process of renewing curricula focuses on new
integrated conception of curriculum development, on a structural and process level
(modularization, interdisciplinary structures), regional context (internationalization, flexibility and
mobility), and educational values and intended outcomes (lifelong/life-wide learning skills,
competence-orientation/outcomes in a knowledge society, etc.) to fit the principles of ASEAN
education manifests (AUN, AIMS, SEAMEO-RIHED etc.). Therefore, it is fruitful to discuss the
issue of integrated teacher education program concerning the context of teacher preparation
offered in a comprehensive university. By synthesizing the related theoretical frameworks of
curriculum development and evaluating the structure of the integrated program that has been
implemented in VNU University of Education (VNU UED), this paper brings up some issues of
teacher education curriculum components offered for pre-service teacher education in a
comprehensive university, as well as proposes integrated curriculum internal and external mobility
strategies.
