Pre-service teachers’ international teaching placement: outcomes for the accompanying academic

There is a long research trail exploring the benefits of international education experiences for the learning of students in higher education (e.g., Bennett 1993; Deardorff 2006; Northcote et al. 2014). However, it is only recently that research has begun to focus on accompanying academics and the impact of international professional experiences on their professional and personal well-being (Casinader,in press; see also the many authors in this book). Co-authored by three teacher educator researchers who were accompanying academics on an international teaching placement in Malaysia, this chapter joins the range of emerging literature that investigates a particular international teaching placement with a particular focus on the experiences of the accompanying academic rather than the pre-service teachers. The chapter also provides a deconstruction/reconstruction of the model of academic intercultural competencies (AIC), which we three co-authors proposed in an earlier publication (Lang et al. 2016) as a valuable way for generating insights into the experience of being an accompanying academic on such a placement.