'We Were the Real Teacher': Outcomes of an International Practicum in the Solomon Islands for Australian Preservice Teachers
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| Title: | 'We Were the Real Teacher': Outcomes of an International Practicum in the Solomon Islands for Australian Preservice Teachers |
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| Language: | English |
| Authors: | Cinelli, Renata, Jones, Mellita |
| Source: | International Education Journal: Comparative Perspectives. 2017 16(1):64-77. |
| Availability: | Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://openjournals.library.usyd.edu.au/index.php/IEJ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Practicums, Elementary Education, Professional Identity, Self Esteem, Cultural Awareness, Educational Strategies, Qualitative Research, Case Studies, Student Surveys, Student Attitudes, Undergraduate Students, World Views, Professional Autonomy, Faculty Development, Cooperating Teachers, Barriers, Student Experience |
| Geographic Terms: | Australia, Solomon Islands |
| ISSN: | 2202-493X |
| Abstract: | International teaching experiences are touted as an opportunity for preservice teachers (PSTs) to grow both personally and professionally, including increased cultural awareness, self-efficacy, independence, and enhanced key teaching attributes. The study reported in this paper explores the outcomes of a four-week international practicum in the Solomon Islands for Australian undergraduate primary PSTs. Survey responses of 27 PSTs who undertook placement in 2014, 2015 or 2016, in either an urban K-12 Catholic school or a rural K-6 primary school in the Solomon Islands are reported. Findings indicate that participants experienced substantial development in teacher identity, classroom confidence, cultural understanding, and in their strategies for supporting students who speak English as an additional language. PSTs also reported that their worldview was impacted as a result of their exposure to this Global South Country. The minimal resources, limited access to education, and general lack of privilege in the Solomon Islands contrasted to their Australian context. The implications of these findings, in regard to the responsiveness of teacher education in engaging PSTs in this more global-focused education, are also considered. |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2017 |
| Accession Number: | EJ1138183 |
| Database: | ERIC |
| Abstract: | International teaching experiences are touted as an opportunity for preservice teachers (PSTs) to grow both personally and professionally, including increased cultural awareness, self-efficacy, independence, and enhanced key teaching attributes. The study reported in this paper explores the outcomes of a four-week international practicum in the Solomon Islands for Australian undergraduate primary PSTs. Survey responses of 27 PSTs who undertook placement in 2014, 2015 or 2016, in either an urban K-12 Catholic school or a rural K-6 primary school in the Solomon Islands are reported. Findings indicate that participants experienced substantial development in teacher identity, classroom confidence, cultural understanding, and in their strategies for supporting students who speak English as an additional language. PSTs also reported that their worldview was impacted as a result of their exposure to this Global South Country. The minimal resources, limited access to education, and general lack of privilege in the Solomon Islands contrasted to their Australian context. The implications of these findings, in regard to the responsiveness of teacher education in engaging PSTs in this more global-focused education, are also considered. |
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| ISSN: | 2202-493X |
