This collection of chapters from a range of those involved in the theory and practice of teacher education is both welcome and timely. The impact of internationalization on the modalities of professional development for teachers in the USA is explored from a range of standpoints by an authoritative group of contributors, ably crafted by the co-editors. It will be of interest to a much wider community of practitioners and researchers than those of North America, for the issues that are raised are those which are of concern and importance on a global scale.

J. J. Thompson, University of Bath

The authors lay a coherent and focused argument for convincing teacher educators of the merits of internationalization.

Jane Applegate, University of South Florida

As our world becomes increasingly interdependent, there is a growing need for education systems to prepare young people for life in a world of greater intercultural awareness and interaction. Shaklee and Baily's welcome book, with its contributions from a range of experienced researchers and teacher educators, addresses the crucial issue of how teachers may be prepared for the central role they have to play in the internationalising of education, and makes a valuable contribution to the current debate which should be welcomed by teachers, teacher educators and researchers alike.

Mary Hayden, University of Bath; director of the Centre for the Study of Education in an International Context

One of the most difficult aspects of internationalizing teacher education in the U.S. is to maintain a focus on domestic settings – especially urban schools and students. This book admirably addresses that often-overlooked issue by providing repeated guidance for teacher educators. The alignment between international and domestic is stressed in a variety of ways – through a comparison of international and multicultural education, a focus on cultural competence and linguistic awareness, making connections with international families, and balancing internationalization and standardization. The text also presents invaluable models and ideas in related areas: students with interrupted schooling, preparation of STEM teachers, and the use of technology, among others. Further, it does not only rely on a U.S.- centric focus, but offers global perspectives on the internationalizing of teacher education.
This is an excellent volume that is both informative and enjoyable to read. It will be welcomed by the teacher education community, and will enjoy a long life among students, practitioners, researchers and policymakers.

Jack Levy, University of Massachusetts Boston