This article focuses on “internationalization at home” (IaH) for education students in Swedish Universities and its significance for their professional formation and future practice. We draw on research in two large institutions and explore the perceptions and experiences of internationalization of home students in education. We find that while the “intercultural” understanding of students is well developed, the international and intercultural dimensions of experiencing IaH are limited, due to several institutional and learning environment contexts. This has consequences for the social dimensions of future teaching practice. In addition, the perception of the discipline as “national” is significant in shaping the outlook of students toward international questions and their own future personal and professional mobility. We contextualize these findings using documentary analysis and staff interviews, and argue that to achieve intercultural and international learning environments of quality, social relevance, and long-term social benefit, we need to rethink how internationalization perspectives are integrated in teacher education courses.

本文重点介绍瑞典大学教育学生的“家庭国际化”（IaH）及其对他们的专业形成和未来实践的意义。我们在两个大型机构中进行研究，并探索家庭教育国际化的认识和经验。我们发现，虽然对学生的“跨文化”理解已经得到了很好的发展，但是由于多种制度和学习环境的背景，经历IaH的国际和跨文化层面仍然受到限制。这对未来教学实践的社会影响具有影响。此外，将本学科视为“国家”学科对于塑造学生对国际问题的看法以及他们未来的个人和职业流动性具有重要意义。