The internationalisation of teacher education has been increasingly investigated within the context of internationalisation of higher education and in connection with the preparation of teachers for global awareness and global citizenship education, including the challenges of the strong framing of teacher education by the requirements of national school systems (e.g. Koh et al. 2022). Another relevant strand in the research into the teaching profession is dedicated to international teacher migration and the diversification of the teacher workforce, encompassing the recruitment of migrant teachers (Caravatti et al., 2024; Terhart & Rosen, 2022). These developments are also closely associated with the expectation of enhancing teachers’ competencies in addressing the needs of culturally, linguistically, and racially diverse pupils (Marom et al., 2021). However, the discourses on the internationalization of teacher education and international teacher migration seem hardly interconnected in research so far, even though there are common issues and challenges related to differences in the structures and content of teacher education, recognition of academic achievements earned abroad, languages of instruction, and the development of teacher professionalism and identity (Rakhkochkine & Flötotto, 2020; Rakhkochkine, 2024, in prep). The presentation addresses the question of how the internationalization of teacher education influences the policies and practices of recertification of internationally trained teachers (ITTs). The authors answer this question from a comparative perspective. They explore the policies and practices concerning ITTs in Canada, Germany, and Iceland, and examine their connections to the national and international discourses on internationalisation of teacher education. The presentation is based on the analysis of research and policy documents related to the recertification of internationally trained teachers and internationalisation of teacher education in the respective countries and on the (secondary) analysis of qualitative interviews from author’s research projects. Through this examination, the authors contribute to the development of a more comprehensive theoretical framework for measuring the effects of internationalization programs including long-standing effects on the notion of the teaching profession.

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