ABSTRACT

This study utilised institutional ethnography to inquire into the lived experiences of 15 Australian pre-service teachers (PSTs) who completed an international professional experience in Indonesia. The PSTs were privy to a unique cultural experience, one grounded in an epistemological stance that differed considerably from their own. Despite completing substantial pre-service teacher education coursework prior to travelling to Indonesia, the PSTs became more acutely aware of how school students, teachers, and community members may operate from varied ways of knowing. As such, in this article we argue that international professional experiences have the possibility to guide PSTs towards newer and deeper explorations of epistemologies, a process of paramount importance in preparing future teachers to work effectively and appropriately in diverse classrooms.

摘要

这项研究利用制度民族志来调查15位澳大利亚的职前教师（PST）的生活经历，他们在印度尼西亚完成了国际专业经验。PST拥有独特的文化经验，其一种认识论立场与他们自己的认识论立场有很大不同。尽管PST在前往印度尼西亚之前已完成了大量的职前教师教育课程工作，但他们仍然更加敏锐地意识到学校学生，教师和社区成员可能如何通过多种知识方式开展工作。因此，在本文中，我们认为，国际专业经验有可能指导PST朝着认识论的更新和深入探索，