Abstract:
This paper presents a self-study of intercultural practices in reflective teaching within an initial teacher education program at an Australian university. The authors, who are teacher educators, were motivated by the increasing number of international cohorts and the need to engage learner-teachers in the Australian early childhood context. The study employed self-study methods to examine intercultural communicative practices in a postgraduate initial teacher education course, the Graduate Diploma of Early Childhood Teaching. The authors implemented collaborative reflections, engaged in a reflective inquiry on enhancing learning practices, provided explicit classroom modelling, and utilised student feedback.
Drawing upon their experience in East Asia, the authors utilised their intercultural competence and reflective teaching practice as critical tools for creating inclusive and adaptable learning environments catering to international students’ learning needs. They adopted the “teacher self-study” strategy to continuously evaluate and refine their teaching methods based on feedback and self-reflection. The paper details the continuous improvement of the course’s first unit, including regular reviews, student and placement feedback, and curriculum and pedagogical adjustments. This innovative approach, enriched by the “teacher self-study” strategy, aims to produce adequate, confident, and proactive beginning teachers who can work in diverse settings and engage effectively with children, families, and communities.
The paper also explores the concept of Asia as Method in educational research, providing a fresh perspective on understanding international students’ knowledge, traditions, wisdom, and values within the Western-dominated discourse of educational research. This understanding is crucial for teacher educators to bridge the gap between learning and practice in international students’ course study and placement experiences. The intercultural approach assists students in transitioning from their home country’s socio-cultural contexts to the Australian early childhood education context. The authors reflect on their facilitation experiences during the unit delivery in the Graduate Diploma of Early Childhood Teaching course, which ran over a year following a quarter model of 10 weeks, four times a year.
The study revealed challenges in transitioning into the Australian early childhood education sector, improving learner-teachers’ educational needs, synchronising verbal and written reflective competencies, and addressing communication issues. The self-study offers practical insights into how teacher educators can enhance their work using intercultural practices to support international students' study and practice in various Australian initial teacher education contexts.
Drawing upon their experience in East Asia, the authors utilised their intercultural competence and reflective teaching practice as critical tools for creating inclusive and adaptable learning environments catering to international students’ learning needs. They adopted the “teacher self-study” strategy to continuously evaluate and refine their teaching methods based on feedback and self-reflection. The paper details the continuous improvement of the course’s first unit, including regular reviews, student and placement feedback, and curriculum and pedagogical adjustments. This innovative approach, enriched by the “teacher self-study” strategy, aims to produce adequate, confident, and proactive beginning teachers who can work in diverse settings and engage effectively with children, families, and communities.
The paper also explores the concept of Asia as Method in educational research, providing a fresh perspective on understanding international students’ knowledge, traditions, wisdom, and values within the Western-dominated discourse of educational research. This understanding is crucial for teacher educators to bridge the gap between learning and practice in international students’ course study and placement experiences. The intercultural approach assists students in transitioning from their home country’s socio-cultural contexts to the Australian early childhood education context. The authors reflect on their facilitation experiences during the unit delivery in the Graduate Diploma of Early Childhood Teaching course, which ran over a year following a quarter model of 10 weeks, four times a year.
The study revealed challenges in transitioning into the Australian early childhood education sector, improving learner-teachers’ educational needs, synchronising verbal and written reflective competencies, and addressing communication issues. The self-study offers practical insights into how teacher educators can enhance their work using intercultural practices to support international students' study and practice in various Australian initial teacher education contexts.