Pre-service and in-service teachers’ professional learning through the pedagogical exchange of ideas during a teaching abroad experience

Benjamin Luke Moorhouse*, Gary James Harfitt

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This study explores the professional learning of ten pre-service teachers from Hong Kong and ten host teachers in a school in China who participated in a teaching abroad project. The participants’ professional learning during the project is conceptualised within five knowledge domains of quality teaching for the twenty-first century: personal, contextual, pedagogical, sociological and social. The findings suggest that by immersing pre-service teachers in an unfamiliar teaching environment, they can learn professional knowledge for teaching in an increasingly complex world. This complements the knowledge they are acquiring in their domestic courses and practicums. Furthermore, through the pedagogical exchange of ideas, the host teachers are also found to benefit. We recommend that teaching abroad opportunities be included in initial teacher education (ITE) programmes and that host teachers’ professional learning are considered in their development.

Original languageEnglish
Pages (from-to)230-244
Number of pages15
JournalAsia-Pacific Journal of Teacher Education
Volume49
Issue number2
Early online date22 Nov 2019
DOIs
Publication statusPublished - 15 Mar 2021
Externally publishedYes

User-Defined Keywords

  • Teaching abroad
  • overseas student teaching
  • international field experience
  • initial teacher education programme
  • qualities of teaching
  • twenty-first century teaching

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