ABSTRACT

Around the world, over 5.3 million students were engaged in international education in 2017. In Australia, international students made a significant contribution to the country’s economy and its society. However, there is a paucity in theory and of empirical research on the effects of field experience on international preservice teachers (IPSTs). Addressing this gap, the paper contributes to an understanding of the changes to the identities of IPSTs engaged in field experiences. Drawing on a single case study of a group of first-year IPSTs undertaking a non-assessed field experience, the concept of ‘transcultural’ is employed to understand the links between culture, place and identity that the cohort experience in the host education sites. This paper shows the emergence of how IPSTs understand how children learn and its connection with pedagogy as part of them becoming transcultural. While this study occurs before COVID-19, it argues for shared responsibility between universities, education sites and teachers to enable the transcultural meanings to be established within the field experience, thereby creating inclusive conditions central to IPSTs’ contribution to the existing cultural and linguistic diversities in education settings. This is even more vital under the changed circumstances of COVID-19.

摘要

2017年，全球有超过530万学生从事国际教育。在澳大利亚，国际学生为国家经济和社会做出了重大贡献。然而，关于现场经验对国际职前教师 (IPST) 的影响的理论和实证研究很少。针对这一差距，本文有助于了解参与实地经验的 IPST 身份的变化。借鉴一组一年级 IPST 进行未经评估的实地经验的单一案例研究，“跨文化”的概念被用来理解该群体在东道国教育场所所经历的文化、地方和身份之间的联系。本文展示了 IPST 如何理解儿童如何学习及其与教学法的联系，这是他们成为跨文化的一部分。虽然这项研究发生在 COVID-19 之前，但它主张大学、教育机构和教师之间共同承担责任，使跨文化意义能够在实地经验中建立，从而为 IPST 对现有文化和语言多样性做出贡献的核心创造包容性条件在教育环境中。在 COVID-19 的变化情况下，这一点更为重要。从而创造包容性条件，使 IPST 对教育环境中现有的文化和语言多样性做出贡献。在 COVID-19 的变化情况下，这一点更为重要。从而创造包容性条件，使 IPST 对教育环境中现有的文化和语言多样性做出贡献。在 COVID-19 的变化情况下，这一点更为重要。