Educational Ideas on the Move
Student Teachers’ International Teaching Internship
Keywords:International teaching internships, critical internationalisation, teacher education, educational ideas, pedagogical othering
Based on ethnographic fieldwork amongst Danish student teachers, this paper examines international teaching internships from a mobilities and spatial perspective. While the international teaching internship is regarded as a tool to develop student teachers’ intercultural competencies, this paper shows how culturally shaped educational ideas travel with and are practiced by student teachers in new educational and cultural contexts. Therefore, this paper suggests that such internships may perpetuate and reinforce normative ideas about pedagogy and ‘correct’ ways of teaching, being a pupil, and a teacher. The paper finds that student teachers see some educational ideas and practices as universal and applicable everywhere and others as particular and spatially bound. This, the paper argues, reflects a hierarchisation of ideas based on an assumption of the superiority of ‘Western’ education, which results in processes of pedagogical othering. The paper further argues that international teaching internships represent an important avenue to critically discuss educational values and examine how values impact pedagogical practice, furthering students’ professional development.
Abraham, G. Y., & Margrain, V. (2022). “We are Swedish Preschool Teachers”. Student Teacher Feedback on Internationalisation and Interculturality in Preschool Teacher Education. World Studies in Education, 23(1), 77-95.
Abraham, G. Y., & von Brömssen, K. (2018). Internationalisation in teacher education: student teachers' reflections on experiences from a field study in South Africa. Education enquiry, 9(4), 347-362. https://doi.org/10.1080/20004508.2018.1428035
Adriansen, H. K., Madsen, L. M., Nissen, C. F. R., & Juul-Wiese, T. (2019). Geographies of internationalisation: From policies to practice. SRHE International Conference on Research into Higher Education, 11-13 December 2019, Wales. https://pure.au.dk/portal/files/176067209/Paper_for_SRHE_2019_Geographies_of_Internationalisat
Bruun, A. (2019). Global & Intercultural Competence through Practicum in the Global South: Et katalog med refleksioner, teoritilgange, læringsmål, metoder og aktiviteter målrettet studerende på praktikophold i det globale syd. In Global & Intercultural Competence through Practicum in the Global South. https://www.ucviden.dk/ws/portalfiles/portal/135846947/Global_Intercultural_Competence_through_Practicum_in_the_Global_South.pdf
Aydarova, E., & Marquardt, S. K. (2016). The Global Imperative for Teacher Education: Opportunities for Comparative and International Education. FIRE: Forum for International Research in Education, 3(1), 23-41. https://doi.org/10.18275/fire201603011066
Ballowitz, J., Netz, N., & Sanfilippo, D. (2014). Are teacher training students internationally mobile? https://nbn-resolving.org/urn:nbn:de:0168-ssoar-81594-4
Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.
Cushner, K. (2007). The Role of Experience in the Making of Internationally-Minded Teachers. Teacher Education Quarterly, 34(1), 27-39.
Cushner, K., & Mahon, J. (2002). Overseas Student Teaching: Affecting Personal, Professional, and Global Competencies in an Age of Globalization. Journal of Studies in International Education, 6(1), 44-58. https://doi.org/10.1177/1028315302006001004
Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging Approaches to Educational Research: Tracing the Socio-Material. Routledge. https://doi.org/10.4324/9780203817582
Fernandes, J., & Barbeiro, L. (2015). Onenote: a digital tool for qualitative research.
Gulson, K. N., & Symes, C. (2007). Spatial theories of education: policy and geography matters. Routledge.
Haldrup, M., Koefoed, L., & Simonsen, K. (2006). Practical orientalism – bodies, everyday life and the construction of otherness. Geografiska Annaler: Series B, Human Geography, 88(2), 173-184. https://doi.org/10.1111/j.0435-3684.2006.00213.x
Hastrup, K. (2010). Ind i verden: en grundbog i antropologisk metode (2. udgave). Hans Reitzel.
Holmarsdottir, H. B., Baily, S., Skårås, M., Ramos, K., Ege, A., Heggernes, S. L., & Carsillo, T. (2023). Exploring the Power of Internationalization in Teacher Education. Nordic Journal of Comparative and International Education (NJCIE), 7(1). https://doi.org/10.7577/njcie.5233
Jöns, H., Meusburger, P., & Heffernan, M. (2017). Mobilities of knowledge. Springer Nature. https://doi.org/10.1007/978-3-319-44654-7
Klein, J., & Wikan, G. (2019). Teacher education and international practice programmes: Reflections on transformative learning and global citizenship. Teaching and teacher education, 79, 93-100. https://doi.org/10.1016/j.tate.2018.12.003
Knight, J. (2012). Student Mobility and Internationalization: Trends and Tribulations. Research in comparative and international education, 7(1), 20-33. https://doi.org/10.2304/rcie.2012.7.1.20
Larsen, M. A. (2016). Internationalization of higher education: an analysis through spatial, network, and mobilities theories. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-53345-6
Leutwyler, B., Popov, N., & Wolhuter, C. (2017). The Internationalization of Teacher Education: Different Contexts, Similar Challenges. BCES Conference Books, 15, 66-78.
Lupi, M. H., Batey, J. J., & Turner, K. (2012). Crossing cultures: US student teacher observations of pedagogy, learning, and practice in Plymouth, UK schools. Journal of Education for Teaching: JET, 38(4), 483-496. https://doi.org/10.1080/02607476.2012.707919
Lærerstuderendes Landskreds. (2023). Praktik. Lærerstuderendes Landskreds. https://llnet.dk/raad-vejledning/praktik/
Madden, R. (2017). Being ethnographic: a guide to the theory and practice of ethnography (2nd ed.). SAGE Publications Ltd.
Madrid Akpovo, S., Nganga, L., & Acharya, D. (2018). Minority-World Preservice Teachers' Understanding of Contextually Appropriate Practice While Working in Majority-World Early Childhood Contexts. Journal of research in childhood education, 32(2), 202-218. https://doi.org/10.1080/02568543.2017.1419321
Madrid, S., Baldwin, N., & Belbase, S. (2016). Feeling culture: The emotional experience of six early childhood educators while teaching in a cross-cultural context. Global studies of childhood, 6(3), 336-351. https://doi.org/10.1177/2043610616664622
Massey, D. (2015). For space. SAGE.
MiCreate. (2019). Child-centred approach across disciplines. https://ec.europa.eu/research/participants/documents/downloadPublic?documentIds=080166e5c7dd0909&appId=PPGMS
Ministry of Children and Education. (2018). The Aims of the Folkeskole. https://eng.uvm.dk/primary-and-lower-secondary-education/the-folkeskole/the-aims-of-the-folkeskole
Ministry of Higher Education and Science. (2014). The Danish Code of Conduct for Research Integrity. https://ufm.dk/en/publications/2014/the-danish-code-of-conduct-for-research-integrity
Ministry of Higher Education and Science. (2021). The Danish Education System. https://ufm.dk/en/publications/2022/the-danish-education-system
Mottelson, M. (2010). Lærerens praksis. Hans Reitzel.
Parr, G., & Chan, J. (2015). ‘Identity work in a dialogic international teaching practicum’. Teaching Education, 26(1), 38-54. https://doi.org/10.1080/10476210.2014.997701
Rao, N., Mace, W., Hosein, A., & Kinchin, I. M. (2019). Pedagogic democracy versus pedagogic supremacy: migrant academics’ perspectives. Teaching in Higher Education, 24(5), 599-612. https://doi.org/10.1080/13562517.2019.1596078
Santoro, N. (2014). 'If I'm going to teach about the world, I need to know the world': developing Australian pre-service teachers' intercultural competence through international trips. Race Ethnicity and Education: Initial Teacher Education: Developments, Dilemmas and Challenges, 17(3), 429-444. https://doi.org/10.1080/13613324.2013.832938
Schnack, K. (1994). Export of curriculum and educational ideas. Royal Danish School of Educational Studies.
Sharma, S. (2020). A poststructural analysis of study abroad as teacher preparation pedagogy: Thinking through theory for generative practice. Theory into practice, 59(3), 310-320. https://doi.org/10.1080/00405841.2020.1740018
Sheller, M., & Urry, J. (2006). The New Mobilities Paradigm. Environment and Planning A, 38(2), 207-226. https://doi.org/10.1068/a37268
Shi, Z. (2020). The Mobility of Educational Ideas: Across the Cultural Borders. In X. Zhu, J. Li, M. Li, Q. Liu, & H. Starkey (Eds.), Education and Mobilities. Perspectives on Rethinking and Reforming Education. (pp. 327-333). Springer. https://doi.org/10.1007/978-981-13-9031-9_20
Sjøen, M. M. (2021). From Global Competition to Intercultural Competence: What Teacher-Training Students with Cross-Cultural Teaching Experience Should be Learning. Scandinavian Journal of Educational Research, 1-14. https://doi.org/10.1080/00313831.2021.1990121
Skrefsrud, T.-A. (2022). Why student mobility does not automatically lead to better understanding: Reflections on the concept of intercultural learning. In D. Caims (Ed.), The Palgrave Handbook of Youth Mobility and Educational Migration (pp. 63-73). Springer. https://doi.org/10.1007/978-3-030-99447-1_7
Slavin, R. E. (1982). Cooperative learning: Student teams. What research says to the teacher. ERIC.
Tange, H., & Jensen, I. (2012). Good teachers and deviant learners? The meeting of practices in university level international education. Journal of Research in International Education, 11(2), 181-193.
Tran, L. T., Le, T. T. T., & Henderson, F. (2021). Rite of passage into the teaching profession? Australian pre-service teachers’ professional learning in the Indo-Pacific through the New Colombo Plan. Teachers and Teaching, 27(6), 542-557. https://doi.org/10.1080/13540602.2021.1977272
Vavrus, F., & Bartlett, L. (2012). Comparative pedagogies and epistemological diversity: Social and materials contexts of teaching in Tanzania. Comparative Education Review, 56(4), 634-658.
Warf, B., & Arias, S. (2008). The spatial turn: interdisciplinary perspectives. Routledge.
Wernisch, D. V. (2017). Internationalization and Student Mobility in Teacher Education: Internationalization Models, Diffusion Barriers, and Recommendations for Policy and Higher Education Institutions. Dissertation, Freiburg, Pädagogische Hochschule Freiburg, 2016.
Wiberg, M. (2016). Pædagogik, normativitet og videnskab. Studier i Pædagogisk Filosofi, 5(1), 1-2. https://doi.org/10.7146/spf.v5i1.24872
Wiberg, M. (2022). Teoretisk pædagogik - et laboratorium for forventninger og håb - om værdifylde i pædagogikken. Hans Reitzels Forlag.
Wikan, G., & Klein, J. (2017). Can International Practicum Foster Intercultural Competence Among Student Teachers? Journal of the European Teacher Education Network, 12, 95-104.
How to Cite
Copyright (c) 2023 Thilde Juul-Wiese
This work is licensed under a Creative Commons Attribution 4.0 International License.
Declaration on copyright
- The author/s will keep their copyright and right of reproduction of their own manuscript, with the work simultaneously licensed under a Creative Commons Attribution License, but give the journal a permanent right to 1) present the manuscript to the public in the original form in which it was digitally published and 2) to be registered and cited as the first publication of the manuscript.
- The author itself must manage its financial reproduction rights in relation to any third-parties.
- The journal does not provide any financial or other remuneration for contributions submitted.
- Readers of the journal may print the manuscripts presented under the same conditions that apply to reproduction of a physical copy. This means that mass reproduction of physical copies or production of copies for commercial purposes is not permitted without the agreement of the author/s.