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ABSTRACT
The benefits of international education experiences for students are well documented. The effect on the individual of international experiences has been researched and theorised by authors for at least the last 20 years. In this paper the experiences of three academics who accompanied pre-service teachers on a 3 week international practicum are examined through the prism of intercultural confidence and competence. Accompanying academic Juliet reflects on dealing with the added difficulties the pre-service teachers encountered as a result of their inexperience in classroom settings. Accompanying academic Paula reflects on the challenges of “teaching-out-of-field.” Accompanying academic Sue reflects on the social and transitional challenges experienced when supporting pre-service teachers who collectively had issues related to health, safety, and interpersonal relationships. These lived experiences provide a richer understanding of the role of international partnerships in contributing to academic growth and increasing intercultural competency in tandem with their students.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Catherine Lang
Catherine Lang was in ICT before moving to Education to focus on developing teacher and pre-service teacher technical self-efficacy. Intercultural competencies through international practicums is a recent focus.
Marcelle Cacciattolo
Marcelle Cacciattolo is a sociologist and an associate professor in Education. Over the last 15 years her research has been cross-disciplinary involving health sciences and education-based research.
Gillian Kidman
Gillian Kidman is a Science and Mathematics education specialist. She has extensive experience with Indigenous youth in Queensland, however intercultural competencies through international practicums is a recent focus.