Develop teachers’ professional identity through global internship

The globalization of education has introduced new challenges for Norwegian teachers, with increasingly diverse classrooms. To address this, internships in the global South have been integrated into Norwegian primary and secondary teacher education. This study is part of the "Long-Term Effects of International Practicum for Student Teachers" project. We conducted in-depth interviews with five teachers who had their internships in Uganda and South Africa and explored how these internships shape teachers' professional identity and global consciousness. We ask how teachers perceive the relevance of their global internships in shaping their professional identity and global consciousness. We analysed their experiences in terms of personal and professional grow in light of teacher identity development and global consciousness. The results indicate that these internships foster personal development as impact on their teacher identity. Some teachers emphasised personal growth over professional development, while others emphasise their global sensitivity. Our findings suggest that international practicum experiences significantly affect teachers’ personal and professional development, highlighting the need for better preparation and reflection opportunities in teacher education to cultivate global awareness.