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Dialogue and reciprocity in an international teaching practicum.

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Title: Dialogue and reciprocity in an international teaching practicum.
Authors: Parr, Graham1 (AUTHOR) graham.parr@monash.edu, Faulkner, Julie1 (AUTHOR), Rowe, Craig2 (AUTHOR)
Source: Asia-Pacific Journal of Teacher Education. Apr2017, Vol. 45 Issue 2, p162-179. 18p.
Subject Terms: *Foreign teachers, *Service learning, *Dialogic teaching, *Practicums, *Training, Reciprocity (Psychology), Self-interest
Abstract: Many teacher education institutions across the world are now initiating and supporting international teaching practicums to better prepare their teaching graduates to teach for diversity. Recently, some of these practicums have embedded service-learning structures and discourses to further encourage pre-service teachers (PSTs) to think beyond their self-interests towards larger ethical and educational questions. This paper employs narrative-based inquiry methods to explore the lived experiences of three co-leaders of an international teaching practicum in South Africa for Australian PSTs underpinned by dialogic service-learning principles. Using Bakhtinian dialogic theory, the authors generate alternative interpretations of reflective narratives they have written, in order to examine the concepts of dialogue and reciprocity in their lived experience of this teaching practicum. The authors conclude that reciprocity and dialogue are indeed valuable discourses for critically researching international teaching practicums with service-learning dimensions, but counsel against romanticising either of these. [ABSTRACT FROM PUBLISHER]
Copyright of Asia-Pacific Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Dialogue and reciprocity in an international teaching practicum.
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  Data: <searchLink fieldCode="AR" term="%22Parr%2C+Graham%22">Parr, Graham</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> graham.parr@monash.edu</i><br /><searchLink fieldCode="AR" term="%22Faulkner%2C+Julie%22">Faulkner, Julie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rowe%2C+Craig%22">Rowe, Craig</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Asia-Pacific+Journal+of+Teacher+Education%22">Asia-Pacific Journal of Teacher Education</searchLink>. Apr2017, Vol. 45 Issue 2, p162-179. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Foreign+teachers%22">Foreign teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Service+learning%22">Service learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Dialogic+teaching%22">Dialogic teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br />*<searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Reciprocity+%28Psychology%29%22">Reciprocity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Self-interest%22">Self-interest</searchLink>
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  Label: Abstract
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  Data: Many teacher education institutions across the world are now initiating and supporting international teaching practicums to better prepare their teaching graduates to teach for diversity. Recently, some of these practicums have embedded service-learning structures and discourses to further encourage pre-service teachers (PSTs) to think beyond their self-interests towards larger ethical and educational questions. This paper employs narrative-based inquiry methods to explore the lived experiences of three co-leaders of an international teaching practicum in South Africa for Australian PSTs underpinned by dialogic service-learning principles. Using Bakhtinian dialogic theory, the authors generate alternative interpretations of reflective narratives they have written, in order to examine the concepts of dialogue and reciprocity in their lived experience of this teaching practicum. The authors conclude that reciprocity and dialogue are indeed valuable discourses for critically researching international teaching practicums with service-learning dimensions, but counsel against romanticising either of these. [ABSTRACT FROM PUBLISHER]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Asia-Pacific Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1359866X.2016.1199774
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        Text: English
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      – SubjectFull: Foreign teachers
        Type: general
      – SubjectFull: Service learning
        Type: general
      – SubjectFull: Dialogic teaching
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      – SubjectFull: Practicums
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      – SubjectFull: Training
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      – SubjectFull: Reciprocity (Psychology)
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      – SubjectFull: Self-interest
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              Text: Apr2017
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