Abstract
| 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 |
Cite this
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'Identity work in a dialogic international teaching practicum'. / Parr, Graham Bruce; Chan, Jenny Natalie.
In: Teaching Education, Vol. 26, No. 1, 2015, p. 38 - 54.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - 'Identity work in a dialogic international teaching practicum'
AU - Parr, Graham Bruce
AU - Chan, Jenny Natalie
PY - 2015
Y1 - 2015
N2 - 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.
AB - 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.
UR - http://www.tandfonline.com/doi/full/10.1080/10476210.2014.997701
U2 - 10.1080/10476210.2014.997701
DO - 10.1080/10476210.2014.997701
M3 - Article
VL - 26
SP - 38
EP - 54
JO - Teaching Education
JF - Teaching Education
SN - 1047-6210
IS - 1
ER -