The Global Education Practicum: Perspectives from Accompanying Academics

Autor/inn/en	Lang, Catherine; Cacciattolo, Marcelle; Kidman, Gillian
Titel	The Global Education Practicum: Perspectives from Accompanying Academics
Quelle	In: Asia-Pacific Journal of Teacher Education, 45 (2017) 2, S.145-161 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lang, Catherine) ORCID (Cacciattolo, Marcelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2016.1204425
Schlagwörter	Global Education; Practicums; Intercultural Programs; Interpersonal Competence; Self Efficacy; Preservice Teacher Education; Teacher Educators; Study Abroad; International Educational Exchange; Discussion Groups; Journal Writing; Diaries; Learning Experience; Teacher Competencies; Faculty Development; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Globales Lernen; Practicum; Praktikum; Praktika; Interpersonale Kompetenz; Self-efficacy; Selbstwirksamkeit; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Studies abroad; Auslandsstudium; Internationaler Austausch; Zeitschriftenaufsatz; Diary; Tagebuch; Lernerfahrung; Lehrkunst; Ausland
Abstract	The benefits of international education experiences for students are well documented. The effect on the individual of international experiences has been researched and theorised by authors for at least the last 20 years. In this paper the experiences of three academics who accompanied pre-service teachers on a 3 week international practicum are examined through the prism of intercultural confidence and competence. Accompanying academic Juliet reflects on dealing with the added difficulties the pre-service teachers encountered as a result of their inexperience in classroom settings. Accompanying academic Paula reflects on the challenges of "teaching-out-of-field." Accompanying academic Sue reflects on the social and transitional challenges experienced when supporting pre-service teachers who collectively had issues related to health, safety, and interpersonal relationships. These lived experiences provide a richer understanding of the role of international partnerships in contributing to academic growth and increasing intercultural competency in tandem with their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01