ABSTRACT This research investigates an intercultural praxis approach to using visual research methods, in Australia and Vietnam, with preservice teachers in a Diploma of Early Childhood (DEC) course. The paper results from limited research with DEC preservice teachers exploring the development of intercultural praxis and limited research in teaching whilst using visual images (photos). The methodology is supported by using Bennett’s developmental continuum for intercultural sensitivity and draws on sociocultural theories to consider how these DEC preservice teachers’ histories and situational contexts are relevant in understanding the development of intercultural communication. Mixed methods include a comparative analysis of student-produced visual multiliteracy images (photographs) generated in Australia and Vietnam, during 2015 and 2016, annotations on those photos and interviews with two cohorts of students (n = 27) six months after their experiences in Vietnam. Analysis is reinforced with Sorrells’ intercultural praxis framework to understand students’ capacity to use inquiry, framing, positioning, and dialogue processes as a result of their study tour to Vietnam. The paper outlines and reinforces the importance of being explicit in developing intercultural sensitivity in dynamic teaching contexts and illustrates the increasing awareness of intercultural communication with these DEC students.

中文翻译：

---

跨文化实践：澳大利亚幼儿教育文凭职前教师视觉素养在澳大利亚和越南之间的比较

摘要 本研究调查了在澳大利亚和越南与从事幼儿文凭 (DEC) 课程的职前教师一起使用视觉研究方法的跨文化实践方法。该论文来自与 DEC 职前教师的有限研究，这些研究探索了跨文化实践的发展和有限的教学研究，同时使用视觉图像（照片）。该方法得到使用 Bennett 的跨文化敏感性发展连续统的支持，并借鉴社会文化理论来考虑这些 DEC 职前教师的历史和情境背景如何与理解跨文化交流的发展相关。混合方法包括对 2015 年和 2016 年在澳大利亚和越南生成的学生制作的视觉多元文化图像（照片）的比较分析，对这些照片的注释以及在越南经历六个月后对两组学生（n = 27）的采访。Sorrells 的跨文化实践框架加强了分析，以了解学生在越南游学后使用探究、框架、定位和对话过程的能力。本文概述并强调了在动态教学环境中明确发展跨文化敏感性的重要性，并说明了与这些 DEC 学生的跨文化交流意识的增强。越南游学的结果和对话过程。本文概述并强调了在动态教学环境中明确发展跨文化敏感性的重要性，并说明了与这些 DEC 学生的跨文化交流意识的增强。越南游学的结果和对话过程。本文概述并强调了在动态教学环境中明确发展跨文化敏感性的重要性，并说明了与这些 DEC 学生的跨文化交流意识的提高。