Source: Teaching Education, Volume 26, Issue 1, 2015, pages 38-54
Research into the international fieldwork suggests that pre-service teachers are positive about their experiences, although questions remain about the ethics underpinning some of these programs.
This paper reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors on a 22-day placement in South Africa.
The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students.
They then proceed to use more reflexive ethnographic methods to tease out the complex identity work undertaken by pre-service teachers and their mentors as they negotiate cultural, pedagogical, and ethical challenges.