Preparing Teachers through International Experience: A Collaborative Critical Analysis of Four Australian Programs

Abstract

In an increasingly internationalized, interconnected and globalized world, characterized in many school education contexts by diverse classrooms and varied student needs, the importance for teachers to develop an intercultural competence has become urgent. International experiences, embedded within teacher education, are seen as one means to enhance this capability. In this Australian study, coordinators of international professional experiences from four NSW universities discuss and interrogate the strengths and weaknesses of their own and each other’s programs, guided by an established evaluation framework for such programs. Findings indicate that, while support for such programs is strong in the lead-up to and during such international experiences, subsequent evaluation of these programs and reflection remain underdeveloped. Implications for international professional experience programs are discussed.