Teaching physical education abroad: Perspectives from host cooperating teachers, local students and Australian pre-service teachers using the social exchange theory

Abstract

Research on pre-service teachers (PSTs) in international teaching practicums often focus on their experiences rather than how it ameliorates the host communities. Constructs of Social Exchange Theory were used to explore benefits and challenges experienced by four Australian PSTs, two Chinese cooperating teachers (CTs) and 169 local students. The PSTs experienced personal and professional growth, the CTs gained new pedagogical insights, and local students experienced cultural immersion with improved engagement in physical education. Despite mutual benefits, challenges emerged from teaching differences, language barrier, and personal obstacles. These underscore the necessity of investing time and resources to minimise such challenges.