Adjustment experiences of International pre-service teachers through community service engagement
Files
(Published version)
Date
2010
Authors
Soong, H.
Daly, A.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
Proceedings of the international education association conference, 2010, pp.1-10
Statement of Responsibility
Conference Name
ISANA 21st International education association conference (30 Nov 2010 : Melbourne, Australia)
Abstract
Although studies on international student sojourn are growing, little is known about the experiences of international ‘pre-service teachers’ in Australia; a unique group of students who must adopt the role of both students and teachers. Anecdotal evidence suggest that pre-service teachers who have volunteered as mentors for schools demonstrate greater awareness of the general operational aspects of a school and thus, are better prepared for their teaching practicum. Yet, little is known about the mentoring experiences and the crosscultural challenges of international students enrolled in the pre-service teacher program. By drawing on the preliminary findings of a larger study, this paper offers a hermeneutic view of the adjustment experiences of three international pre-service teachers who have volunteered to be mentors and tutors in a neighbourhood school and community centre. The aim is to extend previous research on cross-cultural adjustment, student mobility and community service engagement of tertiary students. The findings highlight a range of cultural and personal dimensions associated with the process of pre-service teacher professional development as well as their intercultural engagement with members in the host society. Hence, adjustment through community serviceengagement is viewed as an opportunity to increase intercultural and intracultural awareness to theinternational pre-service teachers.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2010 The Authors