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Preparing Teachers through International Experience: A Collaborative Critical Analysis of Four Australian Programs

Chapter
Part of the Education Dialogues with/in the Global South book series (EDGS)

Abstract

In an increasingly internationalized, interconnected and globalized world, characterized in many school education contexts by diverse classrooms and varied student needs, the importance for teachers to develop an intercultural competence has become urgent. International experiences, embedded within teacher education, are seen as one means to enhance this capability. In this Australian study, coordinators of international professional experiences from four NSW universities discuss and interrogate the strengths and weaknesses of their own and each other’s programs, guided by an established evaluation framework for such programs. Findings indicate that, while support for such programs is strong in the lead-up to and during such international experiences, subsequent evaluation of these programs and reflection remain underdeveloped. Implications for international professional experience programs are discussed.

Keywords

Teacher Educator Preservice Teacher International Experience Australian Curriculum Cultural Assumption 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© The Author(s) 2017

Authors and Affiliations

  1. 1.University of Technology SydneySydneyAustralia
  2. 2.Faculty of Arts & EducationCharles Sturt UniversityBathurstAustralia
  3. 3.School of International StudiesUniversity of Technology SydneySydneyAustralia
  4. 4.School of EducationUniversity of Notre Dame AustraliaSydneyAustralia

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