Abstract
This paper reports a qualitative case study of four preservice student teachers’ professional learning experiences in an international field experience programme situated in the language and cultural immersion component of a PGDE(Primary) Programme in Hong Kong. Two of the student teachers undertook the international field experience in Australia and Canada. The other two had their “non-local” field experience in mainland China1. The findings reveal student teachers' development in personal and intercultural competence in cross-cultural experiences. Their professional learning experiences in the action context, socio-professional context, and supervisory context of the cross-cultural school settings, and their reflection upon these experiences constituted the development of their professional competence. Suggestions for improvement of the international field experience programme and implications for future research are discussed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Baker, F. J., & Rosalie, G-B. (2000).Building an international student teaching program: A California/Mexico experience (Report). California: California State Polytechnic University Pomona.
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.),Education for the intercultural experience (pp. 21–71). Yarmouth: Intercultural Press, Inc.
Bodycott, P., & Crew, V. (2001). Short term English language immersion: Paradox; culture shock; participant adjustment. In P. Bodycott & V. Crew (Eds.),Language and cultural immersion-Perspectives on short term study and residence abroad (pp. 1–10). Hong Kong: The Hong Kong Institute of Education.
Britton, E., Pain, L., Pimm, D., & Raizen, S. (2003).Comprehensive teacher induction: Systems for early career learning. Dordrecht: Kluwer Academic Publishers.
Byram, M. (1994). Residence abroad-<Fieldwork> in pre-service teacher development. In T. B. Council (Ed.),The European dimension in pre- and in-service language teacher development: New directions (pp. 67–87). Clevedon: Multilingual Maters Ltd.
Clement, M. C., & Outlaw, M. E. (2002). Student teaching abroad: Learning about teaching, culture, and self.Kappa Delta Pi Record, Summer, 180–183.
Connelly, J. (2001). Border crossings. In P. Bodycott & V. Crew (Eds.),Language and cultural immersion - Perspectives on short term study and residence abroad (pp. 23–34). Hong Kong: The Hong Kong Institute of Education.
Crew, V., & Bodycott, P. (2001). Reflections on short term study and residence abroad. In P. Bodycott & V. Crew (Eds.),Language and cultural immersion - Perspectives on short term study and residence abroad (pp. 141–150). Hong Kong: The Hong Kong Institute of Education.
Cushner, K., & Mahon, J. (2002). Overseas student teaching: Affecting personal, professional, and global competencies in an age of globalization.Journal of Studies in International Education, 6(1), 44–58.
Davcheva, L. (2002). Learning to be intercultural. In G. Alred, M. Byram & M. Fleming (Eds.),Intercultural experience and education (pp. 67–86). Clevedon: Multilingual Matters Ltd.
Eraut, M. (1994).Developing professional knowledge and competence. London & Washington, D.C.: Falmer Press.
Evans, M., Alano, C., & Wong, J. (2001). Does a short language course in an immersion setting help teachers to gain in communicative competence? In P. Bodycott & V. Crew (Eds.),Language and cultural immersionerspectives on short term study and residence abroad (pp. 91–100). Hong Kong: The Hong Kong Institute of Education.
Ferry, B., & Konza, D. (2001). Supporting cross-cultural adaptation during practice teaching in China: Reflections on a decade of experience.Educational Practice and Theory, 23(1), 79–96.
Glaser B. G., & Strauss A. L. (1967).The discovery of grounded theory. New York: Aldine Publishing Company.
Heyward, M. (2002). From international to intercultural: Redefining the international school for a globalized world.Journal of Research in International Education, 1(1), 9–32.
Hill, B., & Thomas, N. (2002). Preparing Australian teachers to teach Asian studies: The importance of in-country experience.Asia-Pacific Journal of Teacher Education, 30(3), 291–298.
Kuechle, J., Ferguson, P., & O’Brien, R. (1995). A collaborative student teaching program in Australia, New Zealand, and the United States.Action in Teacher Education, 17(2), 36–39.
Mahan, J. M., & Stachowski, L. (1990). New horizons: Student teaching abroad to enrich diversity.Action in Teacher Education, 12(3), 13–21.
Mahan, J. M., & Stachowski, L. L. (1989). Instructional suggestions from abroad concerning overseas teaching.Journal of Teacher Education, 40(6), 40–45.
McKay, P., Bowyer, L., & Kerr, J. (2001). Simultaneous immersion: Promoting language learning and teaching methodology in English immersion for teacher trainees. In P. Bodycott & V. Crew (Eds.),Language and cultural immersion - Perspectives on short term study and residence abroad (pp. 35–48). Hong Kong: The Hong Kong Institute of Education.
McNally, J., Cope, P., Inglis, B., & Stronach, I. (1997). The student teacher in school: Conditions for development.Teaching and Teacher Education, 13(5), 485–498.
Murdoch, P., & Adamson, B. (2001). The effects of a short term study abroad programme upon sociolinguistic competence in the use of English as a second language. In P. Bodycott & V. Crew (Eds.),Language and cultural immersion-Perspectives on short term study and residence abroad (pp. 101–112). Hong Kong: The Hong Kong Institute of Education.
Myers, E. J. (1996). A culturally diverse field experience setting for preservice teachers.Education (Chula Vista), 117(2), 286–289.
Myers, E. J. (1997). Some benefits of an education abroad program for elementary preservice teachers.Education (Chula Vista), 117(4), 579–583.
Quinn, L. F., Barr, H., Jarchow, E., Powell, R. R., & Mckay, J. W. (1995). International student teaching: New Zealand and the United States Perspectives on Schooling.Action in Teacher Education, 18(2), 18–27.
Slick, S. K. (1998). The university supervisor: A disenfranchised outsider.Teaching and Teacher Education, 14(8), 821–834.
Stachowski, L. L., & Visconti, V. A. (1998). Service learning in overseas nations: U.S. student teachers give, grow, and gain outside the classroom.Journal of Teacher Education, 49(3), 212–219.
Tang, S. Y. F. (2003). Challenge and support: The dynamics of student teachers’ professional learning in the field experience.Teaching and Teacher Education, 19(5), 483–498.
Taylor, E. W. (1994). Intercultural competency: A transformative learning process,Adult Education Quarterly, 44(3), 154–173.
Vall, N. G., & Tennison, J. M. (1991–92). International student teaching: Stimulus for developing reflective teachers.Action in Teacher Education, 13(4), 31–36.
Wang, J. (2001). Contexts of mentoring and opportunities for learning to teach: a comparative study of mentoring practice.Teaching and Teacher Education, 17(1), 51–73.
Ward, M. J., & Ward, C. J. (2003). Promoting cross-cultural competence in preservice teachers through second language use.Education, 123(3), 532–537.
Willard-Holt, C. (2001). The impact of a short-term international experience for preservice teachers.Teaching and Teacher Education, 17(4), 505–517.
Williams, L., & Kellecher, R. (1987). International student teaching: Linkage for change.Innovative Higher Education, 11(2), 84–93.
Wilson, A. H. (1993). Conversation partners: Helping students gain a global perspective through cross-cultural experiences.Theory into Practice, 32(1), 21–26.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Tang, S.Y.F., Choi, P.L. The development of personal, intercultural and professional competence in international field experience in initial teacher education. Asia Pacific Educ. Rev. 5, 50–63 (2004). https://doi.org/10.1007/BF03026279
Received:
Revised:
Accepted:
Issue Date:
DOI: https://doi.org/10.1007/BF03026279