Why volunteer? The complexities of international pre-service teachers’ intercultural adjustment experiences through community service engagement

Abstract

Anecdotal evidence suggests that pre-service teachers who have volunteered in schools demonstrate greater awareness of the general operational aspects of a school and, thus, are better prepared for the teaching practicum. However, there is little documented evidence about the cross-cultural challenges of international pre-service teachers volunteering in the host community. Drawing on the preliminary findings of a larger study, this paper offers a hermeneutic view of the adjustment experiences of five international pre-service teachers who have volunteered to be tutors in schools and unpaid helpers within local community centres. The findings highlight a range of cultural and personal dimensions associated with the process of pre-service teacher professional development and their intercultural engagement with members in the host society. Hence, adjustment through community service engagement is viewed as an opportunity to increase the intercultural and intracultural awareness of the international pre-service teachers.

Keywords:

• adjustment experiences
• community engagement
• international pre-service teachers

Acknowledgements

The author would like to thank the reviewers for all the insightful comments. She would also like to thank the international pre-service teacher participants who not only gave their time to participate in this study but also opened their hearts to share their personal stories with her. Last but not least, the author would also wish to thank her mentor, Bill Lucas, for all his relentless support throughout her doctoral degree.