Why Volunteer? The Complexities of International Pre-Service Teachers' Intercultural Adjustment Experiences through Community Service Engagement

Autor/in	Soong, Hannah
Titel	Why Volunteer? The Complexities of International Pre-Service Teachers' Intercultural Adjustment Experiences through Community Service Engagement
Quelle	In: Asia-Pacific Journal of Teacher Education, 41 (2013) 1, S.69-83 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2012.753986
Schlagwörter	Preservice Teachers; Volunteers; Professional Development; Foreign Students; Foreign Countries; Student Adjustment; Cultural Differences; Hermeneutics; English (Second Language); Semi Structured Interviews; Learner Engagement; Student Participation; Cultural Awareness; Ethics; Masters Programs; Australia + Suchen Sie Ihr Suchwort? Freiwilliger; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kultureller Unterschied; Hermeneutik; English as second language; English; Second Language; Englisch als Zweitsprache; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Cultural identity; Kulturelle Identität; Ethik; Magister course; Magisterstudiengang; Australien
Abstract	Anecdotal evidence suggests that pre-service teachers who have volunteered in schools demonstrate greater awareness of the general operational aspects of a school and, thus, are better prepared for the teaching practicum. However, there is little documented evidence about the cross-cultural challenges of international pre-service teachers volunteering in the host community. Drawing on the preliminary findings of a larger study, this paper offers a hermeneutic view of the adjustment experiences of five international pre-service teachers who have volunteered to be tutors in schools and unpaid helpers within local community centres. The findings highlight a range of cultural and personal dimensions associated with the process of pre-service teacher professional development and their intercultural engagement with members in the host society. Hence, adjustment through community service engagement is viewed as an opportunity to increase the intercultural and intracultural awareness of the international pre-service teachers. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10