Perspective Chapter: Teacher Education in a Multicultural Globalizing World—Field-Based Reflections

International educational contexts are increasing rapidly, and many teachers find themselves working in contexts that they may not be fully aware of. The aim of the current study was to investigate how preservice English as a foreign language (EFL) teachers at an Egyptian higher education institution (HEI) conceptualize international mindedness in light of their teaching practices. To answer the current research question, a semi-structured interview was conducted using qualitative methodology where participants (n = 7) were interviewed online through Teams. These sample participants are in the course of their academic education as preservice English language teachers. The responses were afterward coded and analyzed using thematic analysis. The findings indicate that the participants showed some degree of international-mindedness. The responses also highlight that these preservice teachers’ perceptions of international mindedness are pedagogically-oriented, meaning that it is geared toward issues of teaching and curriculum content delivery rather than understanding the nature of international mindedness. The findings are discussed in light of the theoretical framework and the particular context of the current study. Implications for research and practice as well as research recommendations are presented