Super or superfluous in the South Pacific?

Abstract

English

This article discusses the findings of a project that sought to understand the professional, and perhaps the personal, benefits gained from participating in an overseas teaching practicum. Using in-situ classroom observations, semi-structured interviews and informal discussions, it became apparent that the participating students believed they had become empowered because they were forced to take up sets of nested ideals based around personal and professional responsibility. Students thus became much more empowered and confident in both their personal and professional lives.

French

Cet article analyse les conclusions d'un projet de recherche visant à comprendre les avantages professionnels, et peut-être même personnels, procurés par la participation à un stage d'enseignement à l'étranger. D'après les observations faites dans les salles de classe, différentes entrevues semi-structurées et discussions informelles, il apparaît que les élèves participants ont le sentiment que le fait d'être contraints d'adopter des ensembles d'idéaux entremêlés et fondés sur les notions de responsabilité personnelle et professionnelle a renforcé leurs habilités. Après une telle expérience, les élèves se sentent donc beaucoup plus épanouis, compétents et sãrs d'eux dans leur vie personnelle ainsi que dans leur vie professionnelle.

Spanish

En este artículo se exponen los resultados de un proyecto que pretendía analizar las ventajas profesionales, y quizás personales, de realizar prácticas como profesor en el extranjero. Tras realizar observaciones en aulas, entrevistas semiestructuradas y debates informales, se comprobó que los alumnos participantes consideraron la experiencia muy provechosa, ya que se vieron obligados a asumir una serie de ideales basados en la responsabilidad personal y profesional. De este modo, los alumnos se sentían más facultados y seguros tanto en su vida personal como profesional.

Keywords

professional responsibility South Pacific student empowerment teaching practicum

Get full access to this article

View all access options for this article.

References

ASPLAND, T. , ELLIOT, B. AND MCPHERSON, I. (1995) ‘Using an NPDP experience to propose a changing conception of professional development’ . Paper presented at the AARE 1995 Conference, Hobart, 26-30 November.

BOOTH, E. (1997) ‘Visitors and hosts in Fiji: A professional and cross cultural learning experience’, in B. Hill , N. Thomas and J. Cote (eds) Into Asia: Australian Teaching Practicums in Asia, pp. 25-33. Carlton, Victoria: Charles Sturt University and Deakin University: National Project of the Partnerships and Professional Development Program, Asia Education Foundation .

BOOTH, E. AND TIBBS, P. (1990) ‘Enhancing cross-cultural and professional knowledge through overseas teaching practice’ . Paper presented at the Annual Conference of New Zealand Association for Educational Research. Auckland, December.

CLANDININ, D. J. AND CONNELLY, F. M. (1995). Teachers’ Professional Knowledge Landscapes. New York: Teachers College Press .

DEWEY, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA: Heath and Company .

FAULCONER, T. (2003) ‘These kids are so bright! Pre-service teachers insights and discoveries during a three week student teaching practicum in Mexico’. No. ED482507. Available ERIC (accessed 23 April 2004).

FERRY, B. AND KONZA, D. (1999) Developing Cross-cultural Adaptation during Practice Teaching in China: Reflections on Seven Years of Experience. Melbourne: Australian Association for Research in Education .

HILL, R. , THOMAS, N. AND COTE, J. (1997) ‘Overseas practicums and Australian universities’, in Into Asia: Australian Teaching Practicums in Asia, pp. 25-33. Carlton, Victoria: Charles Sturt University and Deakin University: National Project of the Partnerships and Professional Development Program, Asia Education Foundation .

KIM, Y. Y. AND GUDYKUNST, W. A. (1980) Cross-cultural Adaptation: Current Approaches. Newbury Park, CA: SAGE .

10.

LINCOLN, Y. AND GUBA, E. G. (1985) Naturalistic Inquiry. Thousand Oaks, CA: SAGE .

11.

MANDLER, G. AND SARANSON, S. (1952) ‘A study of anxiety and learning’ . Journal of Abnormal and Social Psychology 47: 166-173 .

12.

NEWLYN, D. (1992) ‘An investigation into the degrees of congruence between the overseas teaching practicum and equivalent teaching practicum’. BEd thesis, University of Wollongong, Australia.

13.

SCHON, D. (1987) Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. London: Jossey-Bass Limited .

14.

SCHON, D. (1991) The Reflective Practitioner: How Professionals Think in Action. Avebury: Ashgate .

15.

THOMAS, N. AND HILL, B. (1994) ‘A Preliminary Report of the Audit of Overseas Practicums’. Available at: http://www.aare.edu.au/94pap/hillb94.321 (accessed 26 February 2004).

16.

TOME, A. (2004) ‘An investigation into the personal and professional experiences of pre-service teachers on a Fiji practicum’. Undergraduate Honours thesis, University of Wollongong, Australia.

17.

VAN MANEN, M. (1990) The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness. Albany, NY: State University of New York Press .

18.

YARROW, A. AND MILLWATER, J. (1992) ‘The mathematical practicum in teacher education: A research report of the work of one institution’. Unpublished paper, Queensland Institute of Technology, Brisbane .