Pre-Service Science Teachers in International Teaching Practicum: Reflection of the Experience

N. J. Ahmad, N. A. Ishak, M. A. Samsudin, V. Meylani, H. M. Said


International Teaching Practicum (ITP) is a platform that provides experiences and opportunities for pre-service teachers to grow both personally and professionally in the teaching profession. This study reported the outcomes of an eighth-week ITP Program in Brunei and Indonesian’s schools for Malaysian undergraduate secondary pre-service teachers in four aspects; namely: (1) teaching strategy in science education; (2) communication skills and confidence in teaching science; (3) perspective in science education and culture; and (4) interpersonal skills in teaching science. All of the pre-service teachers shared their experiences in their weekly reflective journals and the data from the structured interviews during ITP. The findings indicated that the pre-service teachers were more creative and innovative in applying various approaches in teaching science as they must improvise the learning resources to suit the teaching context. The pre-service teachers were found to be more confident, and they experienced substantial development in their communication skills. Their views on education and culture of science also have shifted, and these attributes also have enhanced their interpersonal skills that provide opportunities for more networking and linkages with the host schools. The implication of these findings is believed to link to their belief in enhancing their professional experiences that contribute to the science teaching profession.


culture, international teaching practicum, pre-service teacher, teaching skills

Full Text:



Alase, A. (2017). The Interpretative Phenomenological Analysis (IPA): A guide to a good qualitative research approach. International Journal of Education and Literacy Studies, 5(2), 9–19.

Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching: Theory and Practice, 20(2), 136–151.

Anderson, L. M., & Stillman, J. A. (2013). Student-teaching’s contribution to pre-service teacher development: A review of research focused on the preparation of teachers for urban and high needs contexts. Review of Educational Research, 83(1), 3–69.

Ateşkan, A. (2016). Pre-service teachers’ cultural and teaching experiences abroad. Journal of Education for Teaching, 42(2), 135-148.

Azizah, N. (2016, January). International teaching practicum. In Proceeding of International Conference on Teacher Training and Education (Vol. 1, No. 1).

Barton, G. M., Hartwig, K. A., & Cain, M. (2015). International students’ experience of practicum in teacher education: An exploration through internationalisation and professional socialisation. Australian Journal of Teacher Education, 40(8), 9.

Black, G. L., & Bernardes, R. (2014). Developing global educators and intercultural competence through an International teaching practicum. in Kenya. Comparative and International Education/ÉducationComparée et Internationale, 43(2), 4.

Childs, S. S. (2011). “Seeing” L2 teacher learning: the power of context on conceptualizing teaching. In K. E. Johnson & P. R. Golombek (Eds.), Research on second language teacher education: A sociocultural perspective on professional development (pp. 67-85).NY: Routledge.

Çimer, A., Çimer, S. O., & Vekli, G. S. (2013). How does reflection help teachers to become effective teachers? International Journal of Educational Research, 1(4), 133-149.

Cinelli, R. L., & Jones, M. (2017). We were the real teacher: Outcomes of an international practicum in the Solomon Islands for Australian preservice teachers. International Education Journal: Comparative Perspectives, 16(1), 64-77.

Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. (4th Ed.). Boston: Pearson.

Dantas, M. L. (2017). Building teacher competency to work with diverse learners in the context of international education. Teacher Education Quarterly, 34(1), 75-94.

Dyment, J. E., & O’Connell, T. S. (2011). Assessing the quality of reflection in student journals: A review of the research. Teaching in Higher Education, 16(1), 81–97.

Gilliland, B. (2015). Benefits and challenges of supervising an international practicum. CATESOL Journal, 27(2), 201-209.

Hay, K., Lowe, S., Barnes, G., Dentener, A., Doyle, R., Hinii, G., & Morris, H. (2018). ‘Times that by 100’: Student learning from international practicum. International Social Work, 61(6), 1187-1197.

Jin, A., Parr, G., & Cooley, D. (2019). An Australian international teaching practicum in China: exploring multiple perspectives. The Australian Educational Researcher, 1-19.

Kabilan, M.K. (2013). A phenomenological study of an international teaching practicum:Pre-service teachers’ experiences of professional development. Teaching and Teacher Education, 36, 198-209.

Kabilan, M.K., Hussin, H., ZulQarna, N., Abdullah, A.C., Osman, S., Ismail, H.N., Khan, M.A., &Zinnah., M.A. (2017a). International teaching practicum in Bangladesh: An investigation of TESOLpre-service teachers’ professional development experiences. Malaysian Journal of Learning and Instruction (MJLI), Special Issue on Graduate Students Research on Education, 117-140.

Kabilan, M.K., Hairul, N., Azidah A., Norizan, E. & Khan, M. (2017b). Support system for pre-service teachers during international teaching practicum.Paper presented at the International Teaching Practicum Seminar, Universiti Sains Malaysia, Penang.14-15 August 2017.

Kim, Y., & Choi, M. (2019). Out of the book and into the classroom: The experiences of Korean social studies pre-service teachersin an international teaching practicum in the United States. Asia-Pacific Journal of Teacher Education, 47(2), 176-192.

Kissock, C., & Richardson, P. (2010). Calling for action within the teaching profession: It is time to internationalize teacher education. Teaching Education, 21(1), 89-101.

Larsen, M. A. (2016). Globalisation and internationalisation of teacher education: acomparative case study of Canada and Greater China. Teaching Education, 27(4), 396-409.

Major, J., & Santoro, N. (2013, September). International Teaching Practicum experiences: the role of supervising teachers. In European Conference on Educational Research 2013.

Major, J., & Santoro, N. (2016). Supervising an international teaching practicum: building partnerships in postcolonial contexts. Oxford Review of Education, 42(4), 460-474.

Parr, G. (2012). Leading an international teaching practicum: Negotiating tensions in a site of border pedagogy. Asia-Pacific Journal of Teacher Education, 40(2), 97-109.

Parr, G., Faulkner, J., & Rowe, C. (2017). Dialogue and reciprocity in an international teaching practicum. Asia-Pacific Journal of Teacher Education, 45(2), 162-179.

Pawar, M. (2017). Reflective Learning and Teaching in Social Work Field Education in International Contexts. British Journal of Social Work, 47(1), 198-218.

Sciaky, E. S. (2015). An Examination of the Influences of an International Teaching Practicumon the Perspectives and Practices of Participating Teachers (Doctoral dissertation, UC Santa Barbara).

Smolcic, E., & Katunich, J. (2017). Teachers crossing borders: A review of the research into cultural immersion field experience for teachers. Teaching and Teacher Education, 62, 47-59.

Tambyah, M. (2019). Intercultural understanding through a ‘similar but different’ international teaching practicum. Teaching Education, 30(1), 105-122.

Urban, E. L. & Palmer, L. B. (2014). International students as a resource for internationalization of higher education. Journal of Studies in International Education, 18(4), 305–324.

Yunus, M. M., Hashim, H., Ishak, N. M., &Mahamod, Z. (2010). Understanding TESL pre-service teachers’ teaching experiences and challenges via post-practicum reflection forms. Procedia-Social and Behavioral Sciences, 9, 722-728.


  • There are currently no refbacks.