"Identity Work in a Dialogic International Teaching Practicum"

Autor/inn/en	Parr, Graham; Chan, Jennifer
Titel	"Identity Work in a Dialogic International Teaching Practicum"
Quelle	In: Teaching Education, 26 (2015) 1, S.38-54 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2014.997701
Schlagwörter	Practicums; International Educational Exchange; Student Exchange Programs; Field Experience Programs; Preservice Teacher Education; Preservice Teachers; Learning Experience; Participant Satisfaction; Mentors; Student Placement; Qualitative Research; Program Effectiveness; Educational Benefits; Ethnography; Reflection; Student Experience; Cultural Differences; Case Studies; Program Descriptions; Intercultural Communication; Professional Identity; Personal Narratives; Foreign Countries; Educational Practices; Teaching Methods; Australia; South Africa + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Internationaler Austausch; Schüleraustausch; Praxisnahes Lernen; Lehramtsstudiengang; Lehrerausbildung; Lernerfahrung; Schülerpraktikum; Qualitative Forschung; Bildungsertrag; Ethnografie; Studienerfahrung; Kultureller Unterschied; Case study; Fallstudie; Case Study; Interkulturelle Kommunikation; Erlebniserzählung; Ausland; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Australien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01