The Research On Internationalization Of Higher Teacher Education In The Progress Of ASEAN Integration

The research on internationalization of higher teacher education in the process ofASEAN integration is not limited to ASEAN, but also for Asian and the whole world.The developments of education will constraint by the level of politics and economics.As the third world countries, the internationalization of most of the ASEAN countries’higher teacher education lags far behind the developed countries. Due to thedestruction in the colonial period, most of the ASEAN countries’ education has a lowstarting point and a low development speed. As a result, the education level ofASEAN countries cannot meet with the demand of talented people’s of the society. Asan important part of the education, the higher teacher education of most ASEANcountries also lags far behind the developed countries. In the process of theintegration of ASEAN, if their higher teacher education wants to have a higherdevelopment speed, they must learn from the developed countries. Nevertheless, oneway to learn from the developed countries is the internationalization of the higherteacher education.The paper has sixth chapters. Firstly, the introduction gives a simple summary ofthe backgrounds, purposes, significances, ideas and methods of the research on theinternationalization of the higher teacher education in the process of the ASEANintegration. Secondly, the paper examines the history and current status of ASEANcountries’ higher teacher education. Thirdly, the paper analyzes the motivations of theinternationalization of ASEAN countries’ higher teacher education, i.e. state-ledinternationalization, the development of the information technology and therequirement of the universities from the perspectives of politics, economy and culture.Taking into consideration the ASEAN special geographical environment, historicalcircumstance and the particular position, the paper excavates the unique ASEANproblems and disadvantages. To solve these problems, we find out a series ofsolutions, such as international communication of the teachers and the students, theinternational of the course contents and education concepts, international cooperationprograms and Chinese language and culture education. We have to talk about thelocalization while we study the international of the higher teacher education becauseASEAN is the multi-ethnic gathering place and the people have a strong geographicalcomplex. From the loyal of the national culture and tradition, ASEAN always adhereto the exotic culture integrate into the native culture. Internationalization andlocalization are the relationship between the unity of opposites, interacting andinfluencing with each other. Finally, from the perspective of comparative education, the paper discusses the meaning of China’s higher teacher education to the ASEANcountries’ higher teacher education. As an country with excellent historical andcultural tradition of ancient civilization, Chinese culture is extensive and profound,born a number of educator and scholar who advanced plenty of classic educationtheory. These classic education theories can also apply to guide theinternationalization of ASEAN countries’ higher teacher education creativelynowadays.Compared with the developed countries higher teacher education, theinternationalization of ASEAN countries’ higher teacher education in the process ofASEAN integration has a long way to go. If the ASEAN countries want to join ininternational competition and occupy a space, they have to learn the advancededucation experiences, find out the problems, and solve these problems. After doingthese, the ASEAN countries’ higher teacher education can get a realinternationalization.