Despite the growing interest and importance of pre-service teachers’ cross-cultural experiences, a review of the literature shows that few studies have discussed the international teaching practicum experiences of pre-service teachers from Asian countries. Bridging this gap, this qualitative case study examined the perceptions and experiences of 15 Korean social studies pre-service teachers who participated in an international teaching practicum in the United States. The findings of the study demonstrated that although participants encountered difficulties in speaking a foreign language and adjusting to a different culture, they also gained confidence and self-efficacy by negotiating and actively participating in the teaching and learning process. This international teaching practicum also helped participants promote their own understanding of multiculturalism and their different perspectives of the teachers’ roles, teaching pedagogies, and local education systems. This study offers implications for future multicultural professional development in teacher education and contributes to developing a body of research and scholarship on international teaching practicums from Asian contexts that have, to date, been largely underexplored.
Bibliographical noteFunding Information:
In the present study, a group of 15 social studies pre-service teachers participated in a 10-day faculty-led international teaching practicum program in January 2017 developed by a women’s university in South Korea. The university, located in a metropolitan city in South Korea, offers a strong liberal arts education and teacher education for its undergraduate students. As part of the teacher education program, the university developed an international teaching practicum program for undergraduate students, funded by the Ministry of Education in South Korea. The program aimed to prepare social studies preservice teachers for teaching in multicultural and global educational environments through offering an international teaching practicum and cross-cultural experiences in the United States. The specific objectives of the program were to: ● Increase cross-cultural understanding and global awareness; ● Improve learning and teaching knowledge and skills in multicultural settings; and ● Develop comparative knowledge of education systems in other countries.
© 2018, © 2018 Australian Teacher Education Association.
- Cross-cultural experiences
- international teaching practicum
- multicultural teacher education
- social studies pre-service teachers