Expanding Professional Practice for Pre-Service Teachers through Online International Engagement
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| Title: | Expanding Professional Practice for Pre-Service Teachers through Online International Engagement |
|---|---|
| Language: | English |
| Authors: | Rhonda Di Biase, Katrina Burge, Sarah Baldacchino, Ann Dongyu Gu |
| Source: | Australian Journal of Teacher Education. 2026 51(1):1-15. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Preservice Teachers, Professional Development, Electronic Learning, International Cooperation, Teacher Education Programs, Preservice Teacher Education, Story Telling, Literacy, Intercultural Communication, Videoconferencing, Virtual Classrooms, Graduate Students, Learning Experience, Foreign Countries, Educational Opportunities, Online Courses, Cultural Influences, Elementary School Students, Elementary Education, Computer Mediated Communication, Childrens Literature |
| Geographic Terms: | Australia, Maldives, India, China, Indonesia, Malaysia, South Africa, Fiji, Chile |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | This study investigated the professional learning of pre-service teachers (PSTs) involved in an international online project, known as the International Literacy Project, that evolved during the COVID-19 pandemic. The project promotes international engagement across diverse sites, with sessions in classes centred around storytelling and story-making across a range of countries. Using vignettes, the study explored how involvement in the project presented additional opportunities for personal and professional learning for the PSTs through interacting with the diverse international settings. We considered the learning opportunities from such international online engagement, the usefulness of expanded opportunities for professional practice and how Zoom enabled exposure to classrooms across multiple international sites. Such online international engagement provides valuable opportunities for wider professional learning alongside the mandated placements including how to work more effectively in culturally and linguistically diverse classrooms and questioning assumptions about what constitutes a good education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500172 |
| Database: | ERIC |
| Abstract: | This study investigated the professional learning of pre-service teachers (PSTs) involved in an international online project, known as the International Literacy Project, that evolved during the COVID-19 pandemic. The project promotes international engagement across diverse sites, with sessions in classes centred around storytelling and story-making across a range of countries. Using vignettes, the study explored how involvement in the project presented additional opportunities for personal and professional learning for the PSTs through interacting with the diverse international settings. We considered the learning opportunities from such international online engagement, the usefulness of expanded opportunities for professional practice and how Zoom enabled exposure to classrooms across multiple international sites. Such online international engagement provides valuable opportunities for wider professional learning alongside the mandated placements including how to work more effectively in culturally and linguistically diverse classrooms and questioning assumptions about what constitutes a good education. |
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| ISSN: | 0313-5373 1835-517X |
