‘Identity work in a dialogic international teaching practicum’

Abstract

Since the 1970s, international fieldwork has provided opportunities for small numbers of pre-service teachers to teach and learn in a culture different from their own. Research into this fieldwork suggests that pre-service teachers are positive about their experiences, although questions remain about the ethics underpinning some of these programs. This article reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors (authors of the essay) on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students. They then proceed to use more reflexive ethnographic methods to tease out the complex identity work undertaken by pre-service teachers and their mentors as they negotiate cultural, pedagogical, and ethical challenges.

Keywords:

• international practicum
• teacher education
• identity work
• dialogic
• reflexive

Notes

1. Du Plessis & Landman (2002) characterize informal settlements as “extremely high density, with the benefits of high density living, such as closer social contacts and larger support networks, but where inadequate service levels, overcrowding and proximity are creating serious health problems and increased fire risks”. (p. 11)