Supervising an international teaching practicum: building partnerships in postcolonial contexts

Abstract

Teaching practicum experiences, including those in international contexts, are based on partnerships between institutions and host schools, and the partnership between the pre-service teacher, the cooperating teacher and the university supervisor. This article explores the relationship between pre-service teachers and cooperating teachers in an international practicum in the Solomon Islands. It considers the way the cooperating teachers were positioned within the partnership, and raises questions about the way the university engages with host schools and teachers in international contexts, particularly in developing countries. Drawing on postcolonial theory, we investigate the complexity and contradictions in relationships between the pre-service teachers and cooperating teachers. We conclude by offering suggestions for valuing the role of cooperating teachers in these contexts.

Keywords:

• Teaching practicum
• partnership
• international experience
• postcolonialism
• teacher education

Acknowledgement

This research was funded by a grant from Charles Sturt University, Faculty of Education.

Notes

1. Cooperating, associate and supervising teachers are classroom teachers who host pre-service teachers in their classroom for practicum experiences.

2. The university supervisor/mentor is from the teacher education institution and liaises with the host school and teacher during the practicum experience, assisting in the evaluation of the pre-service teacher’s performance.

3. In order to protect participants' identities, all names and place names are pseudonyms.