The main purpose of this study was to figure out some important teacher education/teacher training tasks to be reformed in order to cope with the rising demands of education for international understanding at primary and secondary school levels in the era of Glocalization. The study was of done mostly by review of available reports, literatures and data related to the teacher training perspectives with regard to enhance the school education for international understanding and/or multi-cultural education. Some of the major problems concerning the teacher education for international understanding includes the insufficiency of trained teachers, the selection of international understanding subject in the school curricula as an optional one for special activities, and the teacher preparation programs for international understandings are offered mostly as teachers' in-service training programs, etc. Based on the findings, seven tasks for teacher training reforms were recommended. Of them, the reform of school teachers pre- service education curriculum, the facilitation of teachers to participate in international understanding education training programs, the inclusion of school principals, educational administrators as well as life-long education related personnels in the training programs were recognized very imperative, however, more support for the international exchange programs for the teachers and some systematic utilization of the trained teachers were strongly suggested for the activation of international understanding education at various school levels. Key Words：Education for International Understanding, Teacher Training, School Education.