1.1　Statement of the Problem

Past research has focused on global education in various forms. Hanvey’s (1976) five dimensions related to global perspectives are perspective consciousness, state of the planet awareness, cross-cultural awareness, knowledge of global dynamics, and awareness of human choices. Other researchers (Anderson, 1982; Lamy, 1982; Torney-Purta, 1982; Tucker, 1982) studied global education in the class and in teacher education programs. Hett (1993) defined global-mindedness and designed an instrument to measure it. Later researchers (Golay, 2006; Hosseinali, 1995) tested the hypothesis that study abroad programs have a positive influence on the development of global-mindedness. However, few research studies have addressed the global-mindedness of pre-service teachers and their levels of intercultural competence. Given the lack of empirical study of the relationship between pre-service teachers’ levels of global-mindedness and intercultural competence, more research is needed.