Multiple Dimensions of Teacher Development on an International Practicum.

TLDR: In this article, the authors report on four researchers' analyses of the experiences of US graduate student teacher-learners participating in a two-month practicum in Thailand, which was designed around theories of sociocultural and experiential learning, intended to support teacherlearners' interaction and challenge their assumptions about language teaching and learning.

Abstract: As TESOL programs evolve to meet the demands of a globalized world, teacher-learners benefit from gaining opportunities to practice teaching outside their home countries. This article reports on four researchers’ analyses of the experiences of US graduate student teacher-learners participating in a two-month practicum in Thailand. The practicum was designed around theories of sociocultural and experiential learning, intended to support teacher-learners’ interaction and challenge their assumptions about language teaching and learning. Practicum participants each designed and taught a class of Thai undergraduate students while taking a supporting seminar. Here we present findings from analyses of the teacher-learners’ peer and supervisor observation experiences, reflective practices, curriculum development, and classroom research. In synthesizing these individual studies, we argue that the international context played a key role in fostering the teacher-learners’ development by raising their awareness of beliefs and offering them opportunities to experience classroom realities different from what they had read about in textbooks or experienced in their home countries. We conclude with recommendations for extending this line of research, as well as suggestions for teacher educators wishing to implement similar international practicum programs.