Source: Asia-Pacific Journal of Teacher Education, Volume 40, Issue 2, 2012, pages 97-109.
This paper is a critical account of a particular experience of an Australian teacher educator leading an international teaching practicum in South Africa.
The account shows how multifarious tensions play out in the practice of a teacher educator working in transcultural spaces utilising ‘border pedagogy’.
- Towards collaborative professional learning in the first year early childhood teacher education practicum: issues in negotiating the multiple interests of stakeholder feedback
- The Problematic Nature of the Practicum: A Key Determinant of Pre-service Teachers’ Emerging Inquiry-Based Science Practices