Abstract
This paper presents the findings of a small qualitative study which looked at the inclusion of an international cultural placement into a vocational teacher education program in Australia. The data was drawn from past program evaluations and semi-structured interviews with past participants. The research examined the value to students of including an international cultural placement into their teacher education program. The aim of this program was to facilitate academic inquiry in relation to global issues associated with the vocational educational sector as well as the cultural issues associated with adult education in the country visited (Nepal); and many participants reported that the experience enhanced their teaching practice in Australia in surprising and unexpected ways. Participants also reported that the opportunity to undertake the placement allowed them to consider the issues they face as teachers from other cultural perspectives and build a greater appreciation of the importance of multicultural diversity to their professional practice.
Presenters
Wendy De LucaStudent, Doctor of Philosophy (Education), Charles Sturt University, New South Wales, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Teacher-education, TVET
