Exploring Indonesian Pre-service Teacher Perception of an International Teaching Practicum in North Africa

Abstract

This study investigates an Indonesian pre-service teacher’s experiences related to a 6- week international teaching and cultural experience in North Africa. The experience included a preparation week, four weeks of student teaching in an institution, and cultural days. Using qualitative data from diaries, the pre-service teacher’s experience of professional development during their international teaching practicum is examined, analyzed and described. The results showed that pre-service teachers perceived the international teaching experience helped to develop meaningful professional development (Kabilan, 2013). It revealed that pre-service teacher improved her confidence in using English as her communication, boosted her teaching confidence and skills, engaged with local people, adopted in new working culture, and viewed a new world of education and culture. The findings also emphasize that only some of the professional developments are received by the pre-service teacher. Some limitations and challenges of the international teaching practicum are also highlighted. Based on this study, implications for the organization, the institution, and pre-service teacher of EFL are suggested.