Suchergebnisse

International practicum for what and on whose terms? Getahun Yacob Abraham Senior Lecturer Karlstad University The aim of this paper is to investigate about the aims of international practicum and who is benefiting from it. If it is found that one side, the North or the South, is benefiting, to look at the possibilities to reconsider the practicum in order to benefit both. Review of literature in the field and my own experiences as a Swedish university lecturer involved in the teacher students practicum in the South will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific focus of dealing with change taking place at home, the diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009; Marx & Moss, 2011; Wiken & Klein, 2017). Long time experiences show that in the movement of students from the North to the South, the economically and politically dominant countries can dictate the terms (Bosire & Brigham, 2009; Yang, 2002). In addition to that the countries in the center gain more advantages than the countries in the periphery (Barnet & Reggie, 1995). Keywords: Internationalization, International practicum, teacher students, North, South. References Abraham, G.Y. & von Brömssen, K. (2018). Internationalisation in teacher education: Student teachers reflections on experiences from a field study in South Africa. Education Inquiry. https://www-tandfonline-com.bibproxy.kau.se/doi/full/10.1080/20004508.2018.1428035 Barnet, G.A. & Yingli Wu, R. (1995). The international student exchange network. 1970&1980, Higher Education, 30, 353-368. Bosire, M.M. & Brigham, S. (2009). Preparing North American preserivice teachers for global perspectives: An international teaching practicum experiences in Africa, The Alberta Journal of Education Research, 55 (3), 415-428. Marx, H. & Moss, D.M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program, Journal of Teacher Education, 62 (1), 35-37. Wikan, G. & Klein, J. (2017). Can international practicum foster intercultural competence among teacher students? Journal of the European Teacher Education Network, 12, 95-104. Yang, R. (2002). University internationalization: Its meaning, rationales and implications, Intercultural Education, 13 (1), 81-95.

International practicum for what and on whose terms? Getahun Yacob Abraham Senior Lecturer Karlstad University The aim of this paper is to investigate about the aims of international practicum and who is benefiting from it. If it is found that one side, the North or the South, is benefiting, to look at the possibilities to reconsider the practicum in order to benefit both. Review of literature in the field and my own experiences as a Swedish university lecturer involved in the teacher students practicum in the South will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific focus of dealing with change taking place at home, the diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009; Marx & Moss, 2011; Wiken & Klein, 2017). Long time experiences show that in the movement of students from the North to the South, the economically and politically dominant countries can dictate the terms (Bosire & Brigham, 2009; Yang, 2002). In addition to that the countries in the center gain more advantages than the countries in the periphery (Barnet & Reggie, 1995). Keywords: Internationalization, International practicum, teacher students, North, South. References Abraham, G.Y. & von Brömssen, K. (2018). Internationalisation in teacher education: Student teachers reflections on experiences from a field study in South Africa. Education Inquiry. https://www-tandfonline-com.bibproxy.kau.se/doi/full/10.1080/20004508.2018.1428035 Barnet, G.A. & Yingli Wu, R. (1995). The international student exchange network. 1970&1980, Higher Education, 30, 353-368. Bosire, M.M. & Brigham, S. (2009). Preparing North American preserivice teachers for global perspectives: An international teaching practicum experiences in Africa, The Alberta Journal of Education Research, 55 (3), 415-428. Marx, H. & Moss, D.M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program, Journal of Teacher Education, 62 (1), 35-37. Wikan, G. & Klein, J. (2017). Can international practicum foster intercultural competence among teacher students? Journal of the European Teacher Education Network, 12, 95-104. Yang, R. (2002). University internationalization: Its meaning, rationales and implications, Intercultural Education, 13 (1), 81-95.

International practicum, or international field placements, create opportunities for social work students to address global social challenges in an international setting and prepare for social work practice. The landscape of international practica in social work has evolved and shifted over the last two decades. This article reports on the findings of a literature review that was conducted to understand how international practicum has changed over time. The study established search criteria that led to the inclusion of 70 publications, 16 in the first decade (2000 to 2010) and 54 in the second decade (2011 to 2020) utilizing the web of Science and Social Work Abstracts, as well as specific searches conducted on the University of Calgary Library Database, EBSCO host, ProQuest, and Google Scholar. The results of the literature review show that there were fewer publications in the first decade and the emphasis was on understanding international practicum and field models. During the second decade, the published literature on international practicum tripled, focusing predominantly on developing new field education models, engaging in critical reflection and theory, and how to create successful field placements for students through preparation, teaching, and discussion. International practicum opportunities are critical to fostering transformative learning in social work students, and post-secondary institutions will need to re-establish international field education programs after the COVID-19 pandemic.

This paper will investigate the aims of internationalisation and international practicum, with the focus on the later. It is important to consider whether both partners in the exchange receive benefits, and if not to reconsider the practicum arrangements to ensure greater equity of benefit. Review of literature in the field and my own experiences as a Swedish university lecturer involved in student teacher practica will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific goal of dealing with demographic change taking place in the student teacher´s home country. This demographic change has typically resulted in an increased cultural diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009; Marx & Moss, 2011; Wiken & Klein, 2017). Experiences show that in the movement of students from the North to the South, economically and politically dominant countries are more likely to dictate the terms of relationships (Bosire & Brigham, 2009; Yang, 2002). Viewed from another perspective, countries considered in the center due to their economic and political influence gain more advantages than countries considered in the periphery (Barnet & Reggie, 1995).

This paper will investigate the aims of internationalisation and international practicum, with the focus on the later. It is important to consider whether both partners in the exchange receive benefits, and if not to reconsider the practicum arrangements to ensure greater equity of benefit. Review of literature in the field and my own experiences as a Swedish university lecturer involved in student teacher practica will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific goal of dealing with demographic change taking place in the student teacher´s home country. This demographic change has typically resulted in an increased cultural diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009; Marx & Moss, 2011; Wiken & Klein, 2017). Experiences show that in the movement of students from the North to the South, economically and politically dominant countries are more likely to dictate the terms of relationships (Bosire & Brigham, 2009; Yang, 2002). Viewed from another perspective, countries considered in the center due to their economic and political influence gain more advantages than countries considered in the periphery (Barnet & Reggie, 1995).

International placements are uncommon for Aotearoa New Zealand social work students compared with many other countries. In 2015 five students undertook a 10-week placement in Cambodia. This article explores the students' perspectives on the skills, knowledge and capabilities required for international placements. The findings from this study indicate that questions remain as to whether the associated challenges outweigh the advantages of international placement experiences. We recommend that working with tertiary institutions from countries with more established international placement programmes may be one way of addressing some of the challenges and advancing international placements for Aotearoa New Zealand students.

The present study discusses the process of organising social work placements in India for two Australian students and presents the students' and the field education coordinator's reflections on practicum experiences in the school and hospital setting. Several steps need to be taken to plan and implement international placements. Undertaking a practicum in another unknown culture is as challenging as it is rewarding. Cross‐cultural comparative dimensions naturally emerge in our thinking, feeling and doing, and help us appreciate what we have in our own country. Learning occurs both within and outside the practicum. Positive mental attitude, psychological make up, an open mind, planning and preparation do help. However, overseas placements have their own quota of surprises. Any student aspiring to undertake an international practicum should be prepared to face some unexpected situations as they unfold. Overall, effective learning did occur and horizons did expand.

This book presents the research output of the Dutch project VTB-Pro, an internationally-oriented project that aimed at providing primary school teachers with the knowledge, abilities and attitudes that are necessary to implement science and technology education in their classes. An introductory chapter by Wynne Harlen and Pierre Lena positions this project in the international context.From the Foreword by Dr. Michel Rocard: I have been pleased to discover the VTB-Pro three years project carried in the Netherlands (Broadening technological education in primary school). Focusing on professional development of teachers and presenting first hand testimonies and research, the present book demonstrates how to deal with this issue, so critical for a renewed pedagogy. With proper methods, the knowledge of science, the interest in science and technology, the pedagogical skills can all be improved among teachers who often have no or little affection for science.

English This article highlights current challenges in preparing social work students for international practicums in sub-Saharan Africa. Changes in the region since 1990 and corresponding modi.cations in orientations provided by Canadian NGOs sending volunteers are summarized. Implications of replicating the latter's focus on risk management are considered for schools of social work. French Cette é tude met en relief les dé fis qui se posent aujourd'hui dans la pré paration des stages internationaux en Afrique sahé lienne pour les é tudiants en service social. Elle ré sume les changements survenus dans cette ré gion depuis 1990 et la façon dont les coopé rants volontaires canadiens ont adapté leur orientation en consé quence auprè s des ONG. Elle é value quelles seraient les consé quences de reproduire dans les é coles de service social cette orientation axé e sur la gestion du risque. Spanish Se examinan los retos de hoy en la preparación de estudiantes de trabajo social para la prá ctica internacional de campo en el Africa subsahariana. Se resumen los cambios ocurridos en la región desde 1990 y las modificaciones de orientación provocadas por las ONGs canadienses que envian voluntarios. Se considera el é nfasis en'control (management) de riesgóde estos ùltimos y las implicaciones para las escuelas de trabajo social.

The training of the science teacher requires both theory and practice. Teaching practice refers to a period of guided teaching during which the teacher-trainee or student-teacher assumes increasing responsibilities for directing the learning of a group of students over a period of some weeks, (about 12 weeks in all). Within this period, the student teacher undergoes a periodical apprenticeship under the guidance of supervisors from the training institutions and the co-operating school harboring the student teacher. In the process they endeavour to marry the theory taught and learnt with practice. The processes help them to acquire the necessary new skills, insights, attitudes and responsibilities which are basic to the teaching career/profession.

Schools of social work in Canada and other countries of the North are increasingly offering their students the option of undertaking an international practicum. Often implied in this term is a placement in a Southern country. In this article I draw on a critical social work perspective, and the notion of the "encumbered self," to consider the ethics of international practica in the context of a larger movement in Canada and elsewhere towards short-term international postings of various kinds. In conclusion, I argue for not only substantive pre-practicum preparation, but a post-practicum curriculum that leads students to interrogate, rather than consolidate, their learning overseas.

Many political science departments face the difficult challenge of providing practical learning experiences of use to students beyond their collegiate years. The problem is particularly pronounced in the international field, where there are fewer internship and work-credit outlets and participation in study abroad programs may be limited by financial or logistical considerations. An alternative device offering "hands on" experience is a practicum, combining classroom instruction with the opportunity to apply acquired knowledge through activity outside the traditional classroom setting.One such effort to augment the international relations curriculum is the Great Decisions practicum. Sponsored nationally by the Foreign Policy Association (FPA), Great Decisions is a non-partisan study/discussion program intended to familiarize citizens with critical foreign policy issues facing the United States. Each year, participants are exposed to eight major policy issues by reading the Great Decisions study guide and through involvement in a community lecture and discussion series.

Given the economic, political, and social conditions in the world today and the increased diversity in Canadian classrooms, schools require teachers who have a strong sense of self-awareness and understanding of global issues. This article is based on empirical research involving preservice teachers from an Atlantic Canadian university. The preservice teachers did six weeks of teaching practicum in Africa. We draw on the theories of Africentricity and transformative learning to inform our analysis. Our findings suggest that preservice teachers who did their practicum in Africa increased their self-awareness, and enhanced their personal efficacy and understanding of cross-cultural, diversity, and globalization issues, which has informed their subsequent teaching practice in public school systems. We conclude with recommendations for teacher education programs.