Dialogue and Reciprocity in an International Teaching Practicum

Autor/inn/en	Parr, Graham; Faulkner, Julie; Rowe, Craig
Titel	Dialogue and Reciprocity in an International Teaching Practicum
Quelle	In: Asia-Pacific Journal of Teacher Education, 45 (2017) 2, S.162-179 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2016.1199774
Schlagwörter	Practicums; International Education; Foreign Countries; Teacher Education Programs; Student Diversity; Service Learning; Preservice Teachers; Ethics; Personal Narratives; Administrator Attitudes; Educational Trends; Trend Analysis; Cultural Differences; Student Attitudes; Teaching Experience; Dialogs (Language); Australia; South Africa + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Internationale Erziehung; Ausland; Service-Learning; Ethik; Erlebniserzählung; Bildungsentwicklung; Trendanalyse; Kultureller Unterschied; Schülerverhalten; Dialog; Dialogs; Dialogue; Dialogues; Australien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01