Abstract
Since the 1970s, international fieldwork has provided opportunities for small
numbers of pre-service teachers to teach and learn in a culture different from
their own. Research into this fieldwork suggests that pre-service teachers are
positive about their experiences, although questions remain about the ethics
underpinning some of these programs. This article reports on a dialogic model
of international practicum, involving Australian pre-service students and two
mentors (authors of the essay) on a 22-day placement in South Africa. The
authors begin with a traditional qualitative case study of the practicum program,
identifying benefits for some students. They then proceed to use more reflexive
ethnographic methods to tease out the complex identity work undertaken by
pre-service teachers and their mentors as they negotiate cultural, pedagogical,
and ethical challenges.
Original language | English |
---|---|
Pages (from-to) | 38 - 54 |
Number of pages | 17 |
Journal | Teaching Education |
Volume | 26 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2015 |