International Teaching Internship: Development of Pre-Service Teachers’ Competences

Abstract

Teachers’ competences should be shaped from a very early stage of their training (Mâţă, Cmeciu, & Ghiaţău, 2013). For that reason, pre-service teachers are required to get involved in teaching internships and gain professional experience from training programs and workshops. These experiences are assets for these pre-service teachers when they resume teaching positions upon graduation. The present narrative study, therefore, aims to investigate the benefits of international teaching internship, known as South-East Asian Teacher (henceforth SEA-Teacher Program) on Indonesian pre-service English teachers’ identity and competence development. There were four male and four female participants of SEA-Teacher program participated in the study. The data for this study was generated through in-depth semi-structured phone and email interviews. The study reveals that this program has developed personal competences of the pre-service teachers, in which they improve self-confidence, coping mechanisms, and time management skill. The “SEA-Teacher” also improved pre-service teachers’ professional competences, such as development of communicative competence, pedagogical skills, new worldviews on education, career goals and new opportunities. The program also benefited these pre-service teachers’ understanding of different cultures, strengthening global-networking and promoting respect. The findings also indicated that SEA Teachers’ competences need to be further developed. Given the significant relationship between teaching competences and teaching internship at international level, it is necessary to promote the SEA-Teacher personal and professional competence. These competences are advised to be reinforced, with more emphasis on weaker domains.

Unveiling the Transformation: The Impact of Teaching Internships in Thai Schools on Pre-Service Teachers' Professional Development

“…Huu Nghia & Tai (2019) stated that pedagogical skill and knowledge can be effectively applied in teaching internships 32 . Furthermore, Auni et al, (2022) PD on the confidence in speaking English 33 . As pre-service teachers use English in their teaching internship classroom, they gain more confidence on their own language skill.…”

“…Within the context of Indonesian higher education, some institutions require students majoring in teacher education to take a teaching internship program in their final year for two months under the supervision of teachers and supervisor in a selected school. Auni et al (2022) argue that the program is a valuable asset for pre-service teachers as it allows them to practice the pedagogical knowledge they gain from the classroom 8 . In teacher education, pre-service teachers acquire most of their knowledge during their studies, broadening themselves with in-depth understanding on how to teach students at a certain age and level.…”

Exploring Language Barriers During International Teaching Practicum in Thailand: Pre-Service Teachers’ Voices

“…The phenomenon of international teaching practice in Indonesia has resulted in global interactions with other countries and partners aimed at establishing collaboration. Xiaochi as cited by Auni, the international teaching internship itself is being implemented for a month to let the Indonesian preservice teachers gain the international teaching experience (Auni et al, 2022).…”

Teaching English in the Philippine: Pre-Service Teachers’ Identity Development During the International Teaching Practicum

“…It additionally enhances the professional competences of pre-service teachers, including the improvement of their communicative capacity, pedagogical skills, perspectives on education, career objectives, and new prospects. Additionally, it enhances the pre-service teachers' comprehension of diverse cultures, bolstering global connectivity and fostering professional respect as educators (Auni et al, 2022). This study examines how the international teaching practicum influences the identity formation of pre-service teachers due to its significance.…”