Asia Pacific Education Review

, Volume 5, Issue 1, pp 50–63 | Cite as

The development of personal, intercultural and professional competence in international field experience in initial teacher education



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.

Key Words

initial teacher education international field experience student teachers student teaching professional learning 


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Copyright information

© Education Research Institute 2004

Authors and Affiliations

  1. 1.Department of Educational Policy and AdministrationThe Hong Kong Institute of EducationNew Territories, Hong Kong SARChina

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