Supervising an international teaching practicum: building partnerships in postcolonial contexts. (3rd July 2016)

• Record Type: Journal Article
• Authors: Major, Jae; Santoro, Ninetta
• Is Part Of: Oxford review of education. Volume 42:Number 4(2016)
• Page Start: 460
• Page End: 474
• Publication Date: 2016-07-03
• Subjects: Teaching practicum -- partnership -- international experience -- postcolonialism -- teacher education; Education -- Periodicals; 370
• DOI: 10.1080/03054985.2016.1195734
• Languages: English
• ISSNs: 0305-4985

Abstract

Abstract: Teaching practicum experiences, including those in international contexts, are based on partnerships between institutions and host schools, and the partnership between the pre-service teacher, the cooperating teacher and the university supervisor. This article explores the relationship between pre-service teachers and cooperating teachers in an international practicum in the Solomon Islands. It considers the way the cooperating teachers were positioned within the partnership, and raises questions about the way the university engages with host schools and teachers in international contexts, particularly in developing countries. Drawing on postcolonial theory, we investigate the complexity and contradictions in relationships between the pre-service teachers and cooperating teachers. We conclude by offering suggestions for valuing the role of cooperating teachers in these contexts.