Abstract
Many teacher education institutions across the world are now initiating and supporting international teaching practicums to better prepare their teaching graduates to teach for diversity. Recently, some of these practicums have embedded service-learning structures and discourses to further encourage pre-service teachers (PSTs) to think beyond their self-interests towards larger ethical and educational questions. This paper employs narrative-based inquiry methods to explore the lived experiences of three co-leaders of an international teaching practicum in South Africa for Australian PSTs underpinned by dialogic service-learning principles. Using Bakhtinian dialogic theory, the authors generate alternative interpretations of reflective narratives they have written, in order to examine the concepts of dialogue and reciprocity in their lived experience of this teaching practicum. The authors conclude that reciprocity and dialogue are indeed valuable discourses for critically researching international teaching practicums with service-learning dimensions, but counsel against romanticising either of these.
| Original language | English |
|---|---|
| Pages (from-to) | 162-179 |
| Number of pages | 18 |
| Journal | Asia-Pacific Journal of Teacher Education |
| Volume | 45 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2017 |
Keywords
- dialogue
- International teaching practicum
- reciprocity
- teacher education
Cite this
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Dialogue and reciprocity in an international teaching practicum. / Parr, Graham; Faulkner, Julie; Rowe, Craig.
In: Asia-Pacific Journal of Teacher Education, Vol. 45, No. 2, 2017, p. 162-179.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Dialogue and reciprocity in an international teaching practicum
AU - Parr, Graham
AU - Faulkner, Julie
AU - Rowe, Craig
PY - 2017
Y1 - 2017
N2 - Many teacher education institutions across the world are now initiating and supporting international teaching practicums to better prepare their teaching graduates to teach for diversity. Recently, some of these practicums have embedded service-learning structures and discourses to further encourage pre-service teachers (PSTs) to think beyond their self-interests towards larger ethical and educational questions. This paper employs narrative-based inquiry methods to explore the lived experiences of three co-leaders of an international teaching practicum in South Africa for Australian PSTs underpinned by dialogic service-learning principles. Using Bakhtinian dialogic theory, the authors generate alternative interpretations of reflective narratives they have written, in order to examine the concepts of dialogue and reciprocity in their lived experience of this teaching practicum. The authors conclude that reciprocity and dialogue are indeed valuable discourses for critically researching international teaching practicums with service-learning dimensions, but counsel against romanticising either of these.
AB - Many teacher education institutions across the world are now initiating and supporting international teaching practicums to better prepare their teaching graduates to teach for diversity. Recently, some of these practicums have embedded service-learning structures and discourses to further encourage pre-service teachers (PSTs) to think beyond their self-interests towards larger ethical and educational questions. This paper employs narrative-based inquiry methods to explore the lived experiences of three co-leaders of an international teaching practicum in South Africa for Australian PSTs underpinned by dialogic service-learning principles. Using Bakhtinian dialogic theory, the authors generate alternative interpretations of reflective narratives they have written, in order to examine the concepts of dialogue and reciprocity in their lived experience of this teaching practicum. The authors conclude that reciprocity and dialogue are indeed valuable discourses for critically researching international teaching practicums with service-learning dimensions, but counsel against romanticising either of these.
KW - dialogue
KW - International teaching practicum
KW - reciprocity
KW - teacher education
UR - http://www.scopus.com/inward/record.url?scp=84976288744&partnerID=8YFLogxK
U2 - 10.1080/1359866X.2016.1199774
DO - 10.1080/1359866X.2016.1199774
M3 - Article
VL - 45
SP - 162
EP - 179
JO - Asia-Pacific Journal of Teacher Education
JF - Asia-Pacific Journal of Teacher Education
SN - 1359-866X
IS - 2
ER -