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Abstract
Contrary to popular belief that field experience should be held in local settings, teacher education programs currently initiate networking with other countries through the international teaching practicum (ITP) program. Considering the platform’s magnitude, this paper aims to explore the pre-service English teacher’s experiences during ITP to build professional development of EFL potential teachers from various activities abroad. In this study, a narrative inquiry was implemented and supplemented with data obtained from Tina (pseudonym), an EFL pre-service teacher in one of the Indonesian universities who joined a four-month ITP program abroad, particularly in Thailand. In collecting the data, semi-structured in-depth interviews that emphasized five eligibility aspects were used. The findings reveal that the pre-service teacher reaped plenty of meaningful experience from ITP in terms of the classroom situation, the implementation of basic teaching skills, the period of success or failure in teaching, values for EFL teacher candidates in ITP, critical incidents, and students’ general English competence after ITP. This study provides evidence and feedback for the institution for better planning and organization in implementing practicum. Further, it implies equipping student-teachers with sufficient skill and competence related to adaptability, cultural identity, fear, and emotions in facing challenging English instruction in the future through multiple exposures to teaching instruments and supporting situated environment facilities.
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Copyright (c) 2023 Fika Megawati, Shanina Sharatol Ahmad Shah , Mirjam Anugerahwati , M. Faruq Ubaidillah , Mutmainnah Mustofa , Sheila Agustina
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Narratives of Experiences in International Teaching Practicum: Lessons from an EFL Pre-Service Teacher. (2023). Journal of English Education and Teaching, 7(4), 1156–1176. https://doi.org/10.33369/jeet.7.4.1156-1176
References
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Aksit, N., & Sands, M. (2006). Issues and challenges facing education in Turkey. In J. Earnest & D. F. Treagust (Eds.), Education Reform in Societies in Transition: International Perspectives (pp. 13–28). Sense Publishers.
Ambrosetti, A., & Dekkers, J. (2010). The Interconnectedness of the roles of mentors and mentees in pre-service teacher education mentoring relationships. Australian Journal of Teacher Education, 35(6), 42–55. https://doi.org/10.14221/ajte.2010v35n6.3
Ambrosetti, A., Knight, B. A., & Dekkers, J. (2014). Maximizing the potential of mentoring: A Framework for pre-service teacher education. Mentoring and Tutoring: Partnership in Learning, 22(3), 224–239. https://doi.org/10.1080/13611267.2014.926662
Azizah, N. (2016). International teaching practicum. ICTTE FKIP UNS 2015, 706–709.
Barkhuizen, G., & Feryok, A. (2006). Pre‐service teachers’ perceptions of a short‐term international experience programme. Asia-Pacific Journal of Teacher Education, 34(1), 115–134. https://doi.org/10.1080/13598660500479904
Cahyono, B. Y. (2010). Teaching english by using internet resources. State University of Malang.
Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163–178. https://doi.org/10.1080/02619768.2011.643395
Chinnappan, M., McKenzie, B., & Fitzsimmons, P. (2013). Pre-Service teachers’ attitudes towards overseas professional experience: Implications for professional practice. Australian Journal of Teacher Education, 38(12), 36–54. https://doi.org/10.14221/ajte.2013v38n12.5
Clandinin, D. J., & Connelly, F. M. (2004). Narrative inquiry: Experience and story in qualitative research (1st ed.). Jossey-Bass.
Cook, V. J. (2004). Chomsky’s universal grammar and second language learning. Applied Linguistics, 6(1), 1–17. http://applij.oxfordjournals.org/
Cushner, K. (2007). The role of experience in the making of internationally-minded teachers. Teacher Education Quarterly, 27–39.
Dallat, J. (2013). Learning and teaching set induction and closure: Key Teaching Skills.
Dolmans, D. H. J. M., Wolfhagen, H. A. P., Scherpbier, A. J. J. A., & Van Der Vleuten, C. P. M. (2003). Development of an instrument to evaluate the effectiveness of teachers in guiding small groups. Higher Education, 46, 431–446.
Floris, F. D., & Renandya, W. A. (2020). Promoting the value of non-native english-speaking teachers. PASAA, 59, 1–19.
Gibson, J. (2010). Small group teaching in english literature: A good practice guide. In J. Gawthrope (Ed.), Number (Vol. 23). The Higher Education Academy.
Gilliland, B. (2018). Teacher research during an international practicum. ELT Journal, 1–14. https://doi.org/10.1093/elt/ccx054
Guo, Y., Arthur, N., & Lund, D. (2009). Intercultural inquiry with pre‐service teachers. Intercultural Education, 20(6), 565–577. https://doi.org/10.1080/14675980903448619
Gürsoy, E. (2013). Improving practicum for a better teacher training. Procedia: Social and Behavioral Sciences, 93, 420–425. https://doi.org/10.1016/j.sbspro.2013.09.214
Hasibuan, J. J., & Moedjiono. (1988). Proses belajar mengajar. Remaja Rosdakarya.
Jin, A., Parr, G., & Cooley, D. (2019). An australian international teaching practicum in China: Exploring multiple perspectives. The Australian Educational Researcher, 47(2), 263–281. https://doi.org/10.1007/s13384-019-00343-1
Kabilan, M. K. (2013). A phenomenological study of an international teaching practicum: Pre-service teachers’ experiences of professional development. Teaching and Teacher Education, 36, 198–209. https://doi.org/10.1016/j.tate.2013.07.013
Kim, Y., & Choi, M. (2019). Out of the book and into the classroom: The experiences of korean social studies pre-service teachers in an international teaching practicum in the united states. Asia-Pacific Journal of Teacher Education, 47(2), 176–192. https://doi.org/10.1080/1359866X.2018.1444142
Koc, I. (2012). Preservice science teachers reflect on their practicum experiences. Educational Studies, 38(1), 31–38. https://doi.org/10.1080/03055698.2011.567030
Larsen, M. A., & Searle, M. J. (2017). International service learning and critical global citizenship: A cross-case study of a canadian teacher education alternative practicum. Teaching and Teacher Education, 63, 196–205. https://doi.org/10.1016/j.tate.2016.12.011
Lawson, T., Çakmak, M., Gündüz, M., & Busher, H. (2015). Research on teaching practicum - A systematic review. European Journal of Teacher Education, 1–16. https://doi.org/10.1080/02619768.2015.1055109
Levine, T. H. (2011). Features and strategies of supervisor professional community as a means of improving the supervision of preservice teachers. Teaching and Teacher Education, 27, 930–941. https://doi.org/10.1016/j.tate.2011.03.004
Macalister, J. (2017). English and language teacher education in malaysia: An exploration of the influences on and experiences of pre-service teachers. RELC Journal, 00(0), 1–14. https://doi.org/10.1177/0033688217690936
Mæland, K., & Espeland, M. (2017). Teachers’ conceptions of improvisation in teaching: Inherent human quality or a professional teaching skill? Education Inquiry, 1–17. https://doi.org/10.1080/20004508.2017.1293314
Mahon, J., & Cushner, K. (2002). The overseas student teaching experience: Creating optimal culture learning. multicultural perspectives, 4(3), 3–8. https://doi.org/10.1207/s15327892mcp0403_2
Malagar, M. C., Villarba, A. C., & Bonotan, A. M. (2016). A Phenomenological Study of SPED student teachers assigned in Non-SPED classrooms: Basis for Curriculum Enhancement. International Journal of Social Science and Humanities Research, 4(2), 513–523. http://www.emro.who.int/child-health/IMCI-preservice-training/what-is-it
McKenzie, B., Fitzsimmons, P., Matthes, A., Hinze, J., & Bruce, L. (2013). Pre-service teachers, professional experiences and culture shock: ‘Enactment and sense making’ in new spaces and places. In Space and Place: Diversity in Reality, Imagination, and Representation (pp. 163–173). BRILL. https://doi.org/10.1163/9781848881266_016
Megawati, F., & Astutik, Y. (2019). Teaching english for the first time: Frightening or challenging? International Journal of Learning, Teaching and Educational Research, 18(4), 158–170. https://doi.org/10.26803/ijlter.18.4.9
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications, Inc.
Miller, L. K. (2008). Reviews: intersensory perception and sensory integration. Richard D. Walk & Pick, Herbert L. Jr., (Eds.). New York: Plenum Press, 1981. Applied Psycholinguistics, 3(1), 86–90. https://doi.org/10.1017/S0142716400004197
Nilssen, V. (2010). Encouraging the habit of seeing in student teaching. Teaching and Teacher Education, 26, 591–598. https://doi.org/10.1016/j.tate.2009.09.005
Ozmantar, Z. K. (2019). A phenomenological study of practicum experience: Preservice teachers’ fears. International Journal of Progressive Education, 15(1), 135–150. https://doi.org/10.29329/ijpe.2019.184.9
Parr, G., & Chan, J. (2015). Identity work in a dialogic international teaching practicum. Teaching Education, 26(1), 38–54. https://doi.org/10.1080/10476210.2014.997701
Parsonson, B. S. (2012). Evidence-based classroom behaviour management strategies. Kairarangka, 13(1), 16–23. https://files.eric.ed.gov/fulltext/EJ976654.pdf
Prabjandee, D. (2019). Becoming English teachers in thailand: Student teacher identity development during teaching practicum. Issues in Educational Research, 29(4), 1277–1294.
Purrostami, H. (2012). The role of religious and ethical teachings in the modern system of education. Procedia: Social and Behavioral Sciences, 46, 4775–4781. https://doi.org/10.1016/j.sbspro.2012.06.333
Remesh, A. (2013). Microteaching, an efficient technique for learning effective teaching. Journal of Research in Medical Sciences, 18(2), 158–163. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724377/
Roskell, D. (2013). Cross-cultural transition: International teachers’ experience of “culture shock.” JRIE: Journal of Research in International Education, 12(2), 155–172. https://doi.org/10.1177/1475240913497297
Rushton, S. P. (2004). Using narrative inquiry to understand a student-teacher’s practical knowledge while teaching in an inner-city school. The Urban Review, 36(1), 61–79.
SEAMEO. (2023). Main programme. Background. https://www.seameo.org/Main_programme/372
Sieberer-Nagler, K. (2015). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163–172. https://doi.org/10.5539/elt.v9n1p163
Slembrouck, S. (2015). The role of the researcher in interview narratives. In A. De Fina & A. Georgakopoulou (Eds.), The Handbook of Narrative Analysis (1st ed., pp. 239–254). John Wiley & Sons, Inc.
Spooner-Lane, R., Tangen, D., & Campbell, M. (2009). The complexities of supporting asian international pre-service teachers as they undertake practicum. Asia-Pacific Journal of Teacher Education, 37(1), 79–94. https://doi.org/10.1080/13598660802530776
Sulistiyo, U., Anwar, K., Astini, S., Ubaidillah, M. F., Mudra, H., & Setiono, P. (2023). The emergence of moral, sociocultural and political geographies experienced by an EFL pre-service teacher during international teaching practicum in an indonesian primary school. International Journal of Primary, Elementary and Early Years Education, 51(7), 1049–1063. https://doi.org/10.1080/03004279.2022.2042828
Tambyah, M. (2019). Intercultural Understanding through a ‘similar but different’ international teaching practicum. Teaching Education, 30(1), 105–122. https://doi.org/10.1080/10476210.2018.1453795
Tillema, H. H., Smith, K., & Leshem, S. (2011). Dual roles - conflicting purposes: A comparative study on perceptions on assessment in mentoring relations during practicum. European Journal of Teacher Education, 34(2), 139–159. https://doi.org/10.1080/02619768.2010.543672
Ventouras, A. (2016). Contextual factors of unsuccessful teaching practica: The Perspective of The Teacher Candidate [Thesis]. University of British Columbia.
Widya, T., Fatimah, A. S., & Santiana. (2020). Students’ feedback as a tool for reflection: A narrative inquiry of an indonesian pre-service teacher. TLEMC: Journal of Teaching & Learning English in Multicultural Contexts, 4(1), 1–11. http://jurnal.unsil.ac.id/index.php/tlemc/index
Wyckoff, W. L. (1971). The effects of stimulus variation on learning from lecture [Dissertation, University of Massachusetts]. https://doi.org/10.7275/wdkz-y625
Yilmaz, H., & Şahin, S. (2011). Pre-service teachers’ epistemological beliefs and conceptions of teaching. Australian Journal of Teacher Education, 36(1), 73–88. https://doi.org/10.14221/ajte.2011v36n1.6
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching: Theory and Practice, 22(7), 819–841. https://doi.org/10.1080/13540602.2016.1185819
References
Aksit, N., & Sands, M. (2006). Issues and challenges facing education in Turkey. In J. Earnest & D. F. Treagust (Eds.), Education Reform in Societies in Transition: International Perspectives (pp. 13–28). Sense Publishers.
Ambrosetti, A., & Dekkers, J. (2010). The Interconnectedness of the roles of mentors and mentees in pre-service teacher education mentoring relationships. Australian Journal of Teacher Education, 35(6), 42–55. https://doi.org/10.14221/ajte.2010v35n6.3
Ambrosetti, A., Knight, B. A., & Dekkers, J. (2014). Maximizing the potential of mentoring: A Framework for pre-service teacher education. Mentoring and Tutoring: Partnership in Learning, 22(3), 224–239. https://doi.org/10.1080/13611267.2014.926662
Azizah, N. (2016). International teaching practicum. ICTTE FKIP UNS 2015, 706–709.
Barkhuizen, G., & Feryok, A. (2006). Pre‐service teachers’ perceptions of a short‐term international experience programme. Asia-Pacific Journal of Teacher Education, 34(1), 115–134. https://doi.org/10.1080/13598660500479904
Cahyono, B. Y. (2010). Teaching english by using internet resources. State University of Malang.
Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163–178. https://doi.org/10.1080/02619768.2011.643395
Chinnappan, M., McKenzie, B., & Fitzsimmons, P. (2013). Pre-Service teachers’ attitudes towards overseas professional experience: Implications for professional practice. Australian Journal of Teacher Education, 38(12), 36–54. https://doi.org/10.14221/ajte.2013v38n12.5
Clandinin, D. J., & Connelly, F. M. (2004). Narrative inquiry: Experience and story in qualitative research (1st ed.). Jossey-Bass.
Cook, V. J. (2004). Chomsky’s universal grammar and second language learning. Applied Linguistics, 6(1), 1–17. http://applij.oxfordjournals.org/
Cushner, K. (2007). The role of experience in the making of internationally-minded teachers. Teacher Education Quarterly, 27–39.
Dallat, J. (2013). Learning and teaching set induction and closure: Key Teaching Skills.
Dolmans, D. H. J. M., Wolfhagen, H. A. P., Scherpbier, A. J. J. A., & Van Der Vleuten, C. P. M. (2003). Development of an instrument to evaluate the effectiveness of teachers in guiding small groups. Higher Education, 46, 431–446.
Floris, F. D., & Renandya, W. A. (2020). Promoting the value of non-native english-speaking teachers. PASAA, 59, 1–19.
Gibson, J. (2010). Small group teaching in english literature: A good practice guide. In J. Gawthrope (Ed.), Number (Vol. 23). The Higher Education Academy.
Gilliland, B. (2018). Teacher research during an international practicum. ELT Journal, 1–14. https://doi.org/10.1093/elt/ccx054
Guo, Y., Arthur, N., & Lund, D. (2009). Intercultural inquiry with pre‐service teachers. Intercultural Education, 20(6), 565–577. https://doi.org/10.1080/14675980903448619
Gürsoy, E. (2013). Improving practicum for a better teacher training. Procedia: Social and Behavioral Sciences, 93, 420–425. https://doi.org/10.1016/j.sbspro.2013.09.214
Hasibuan, J. J., & Moedjiono. (1988). Proses belajar mengajar. Remaja Rosdakarya.
Jin, A., Parr, G., & Cooley, D. (2019). An australian international teaching practicum in China: Exploring multiple perspectives. The Australian Educational Researcher, 47(2), 263–281. https://doi.org/10.1007/s13384-019-00343-1
Kabilan, M. K. (2013). A phenomenological study of an international teaching practicum: Pre-service teachers’ experiences of professional development. Teaching and Teacher Education, 36, 198–209. https://doi.org/10.1016/j.tate.2013.07.013
Kim, Y., & Choi, M. (2019). Out of the book and into the classroom: The experiences of korean social studies pre-service teachers in an international teaching practicum in the united states. Asia-Pacific Journal of Teacher Education, 47(2), 176–192. https://doi.org/10.1080/1359866X.2018.1444142
Koc, I. (2012). Preservice science teachers reflect on their practicum experiences. Educational Studies, 38(1), 31–38. https://doi.org/10.1080/03055698.2011.567030
Larsen, M. A., & Searle, M. J. (2017). International service learning and critical global citizenship: A cross-case study of a canadian teacher education alternative practicum. Teaching and Teacher Education, 63, 196–205. https://doi.org/10.1016/j.tate.2016.12.011
Lawson, T., Çakmak, M., Gündüz, M., & Busher, H. (2015). Research on teaching practicum - A systematic review. European Journal of Teacher Education, 1–16. https://doi.org/10.1080/02619768.2015.1055109
Levine, T. H. (2011). Features and strategies of supervisor professional community as a means of improving the supervision of preservice teachers. Teaching and Teacher Education, 27, 930–941. https://doi.org/10.1016/j.tate.2011.03.004
Macalister, J. (2017). English and language teacher education in malaysia: An exploration of the influences on and experiences of pre-service teachers. RELC Journal, 00(0), 1–14. https://doi.org/10.1177/0033688217690936
Mæland, K., & Espeland, M. (2017). Teachers’ conceptions of improvisation in teaching: Inherent human quality or a professional teaching skill? Education Inquiry, 1–17. https://doi.org/10.1080/20004508.2017.1293314
Mahon, J., & Cushner, K. (2002). The overseas student teaching experience: Creating optimal culture learning. multicultural perspectives, 4(3), 3–8. https://doi.org/10.1207/s15327892mcp0403_2
Malagar, M. C., Villarba, A. C., & Bonotan, A. M. (2016). A Phenomenological Study of SPED student teachers assigned in Non-SPED classrooms: Basis for Curriculum Enhancement. International Journal of Social Science and Humanities Research, 4(2), 513–523. http://www.emro.who.int/child-health/IMCI-preservice-training/what-is-it
McKenzie, B., Fitzsimmons, P., Matthes, A., Hinze, J., & Bruce, L. (2013). Pre-service teachers, professional experiences and culture shock: ‘Enactment and sense making’ in new spaces and places. In Space and Place: Diversity in Reality, Imagination, and Representation (pp. 163–173). BRILL. https://doi.org/10.1163/9781848881266_016
Megawati, F., & Astutik, Y. (2019). Teaching english for the first time: Frightening or challenging? International Journal of Learning, Teaching and Educational Research, 18(4), 158–170. https://doi.org/10.26803/ijlter.18.4.9
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications, Inc.
Miller, L. K. (2008). Reviews: intersensory perception and sensory integration. Richard D. Walk & Pick, Herbert L. Jr., (Eds.). New York: Plenum Press, 1981. Applied Psycholinguistics, 3(1), 86–90. https://doi.org/10.1017/S0142716400004197
Nilssen, V. (2010). Encouraging the habit of seeing in student teaching. Teaching and Teacher Education, 26, 591–598. https://doi.org/10.1016/j.tate.2009.09.005
Ozmantar, Z. K. (2019). A phenomenological study of practicum experience: Preservice teachers’ fears. International Journal of Progressive Education, 15(1), 135–150. https://doi.org/10.29329/ijpe.2019.184.9
Parr, G., & Chan, J. (2015). Identity work in a dialogic international teaching practicum. Teaching Education, 26(1), 38–54. https://doi.org/10.1080/10476210.2014.997701
Parsonson, B. S. (2012). Evidence-based classroom behaviour management strategies. Kairarangka, 13(1), 16–23. https://files.eric.ed.gov/fulltext/EJ976654.pdf
Prabjandee, D. (2019). Becoming English teachers in thailand: Student teacher identity development during teaching practicum. Issues in Educational Research, 29(4), 1277–1294.
Purrostami, H. (2012). The role of religious and ethical teachings in the modern system of education. Procedia: Social and Behavioral Sciences, 46, 4775–4781. https://doi.org/10.1016/j.sbspro.2012.06.333
Remesh, A. (2013). Microteaching, an efficient technique for learning effective teaching. Journal of Research in Medical Sciences, 18(2), 158–163. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724377/
Roskell, D. (2013). Cross-cultural transition: International teachers’ experience of “culture shock.” JRIE: Journal of Research in International Education, 12(2), 155–172. https://doi.org/10.1177/1475240913497297
Rushton, S. P. (2004). Using narrative inquiry to understand a student-teacher’s practical knowledge while teaching in an inner-city school. The Urban Review, 36(1), 61–79.
SEAMEO. (2023). Main programme. Background. https://www.seameo.org/Main_programme/372
Sieberer-Nagler, K. (2015). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163–172. https://doi.org/10.5539/elt.v9n1p163
Slembrouck, S. (2015). The role of the researcher in interview narratives. In A. De Fina & A. Georgakopoulou (Eds.), The Handbook of Narrative Analysis (1st ed., pp. 239–254). John Wiley & Sons, Inc.
Spooner-Lane, R., Tangen, D., & Campbell, M. (2009). The complexities of supporting asian international pre-service teachers as they undertake practicum. Asia-Pacific Journal of Teacher Education, 37(1), 79–94. https://doi.org/10.1080/13598660802530776
Sulistiyo, U., Anwar, K., Astini, S., Ubaidillah, M. F., Mudra, H., & Setiono, P. (2023). The emergence of moral, sociocultural and political geographies experienced by an EFL pre-service teacher during international teaching practicum in an indonesian primary school. International Journal of Primary, Elementary and Early Years Education, 51(7), 1049–1063. https://doi.org/10.1080/03004279.2022.2042828
Tambyah, M. (2019). Intercultural Understanding through a ‘similar but different’ international teaching practicum. Teaching Education, 30(1), 105–122. https://doi.org/10.1080/10476210.2018.1453795
Tillema, H. H., Smith, K., & Leshem, S. (2011). Dual roles - conflicting purposes: A comparative study on perceptions on assessment in mentoring relations during practicum. European Journal of Teacher Education, 34(2), 139–159. https://doi.org/10.1080/02619768.2010.543672
Ventouras, A. (2016). Contextual factors of unsuccessful teaching practica: The Perspective of The Teacher Candidate [Thesis]. University of British Columbia.
Widya, T., Fatimah, A. S., & Santiana. (2020). Students’ feedback as a tool for reflection: A narrative inquiry of an indonesian pre-service teacher. TLEMC: Journal of Teaching & Learning English in Multicultural Contexts, 4(1), 1–11. http://jurnal.unsil.ac.id/index.php/tlemc/index
Wyckoff, W. L. (1971). The effects of stimulus variation on learning from lecture [Dissertation, University of Massachusetts]. https://doi.org/10.7275/wdkz-y625
Yilmaz, H., & Şahin, S. (2011). Pre-service teachers’ epistemological beliefs and conceptions of teaching. Australian Journal of Teacher Education, 36(1), 73–88. https://doi.org/10.14221/ajte.2011v36n1.6
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching: Theory and Practice, 22(7), 819–841. https://doi.org/10.1080/13540602.2016.1185819
Ambrosetti, A., & Dekkers, J. (2010). The Interconnectedness of the roles of mentors and mentees in pre-service teacher education mentoring relationships. Australian Journal of Teacher Education, 35(6), 42–55. https://doi.org/10.14221/ajte.2010v35n6.3
Ambrosetti, A., Knight, B. A., & Dekkers, J. (2014). Maximizing the potential of mentoring: A Framework for pre-service teacher education. Mentoring and Tutoring: Partnership in Learning, 22(3), 224–239. https://doi.org/10.1080/13611267.2014.926662
Azizah, N. (2016). International teaching practicum. ICTTE FKIP UNS 2015, 706–709.
Barkhuizen, G., & Feryok, A. (2006). Pre‐service teachers’ perceptions of a short‐term international experience programme. Asia-Pacific Journal of Teacher Education, 34(1), 115–134. https://doi.org/10.1080/13598660500479904
Cahyono, B. Y. (2010). Teaching english by using internet resources. State University of Malang.
Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163–178. https://doi.org/10.1080/02619768.2011.643395
Chinnappan, M., McKenzie, B., & Fitzsimmons, P. (2013). Pre-Service teachers’ attitudes towards overseas professional experience: Implications for professional practice. Australian Journal of Teacher Education, 38(12), 36–54. https://doi.org/10.14221/ajte.2013v38n12.5
Clandinin, D. J., & Connelly, F. M. (2004). Narrative inquiry: Experience and story in qualitative research (1st ed.). Jossey-Bass.
Cook, V. J. (2004). Chomsky’s universal grammar and second language learning. Applied Linguistics, 6(1), 1–17. http://applij.oxfordjournals.org/
Cushner, K. (2007). The role of experience in the making of internationally-minded teachers. Teacher Education Quarterly, 27–39.
Dallat, J. (2013). Learning and teaching set induction and closure: Key Teaching Skills.
Dolmans, D. H. J. M., Wolfhagen, H. A. P., Scherpbier, A. J. J. A., & Van Der Vleuten, C. P. M. (2003). Development of an instrument to evaluate the effectiveness of teachers in guiding small groups. Higher Education, 46, 431–446.
Floris, F. D., & Renandya, W. A. (2020). Promoting the value of non-native english-speaking teachers. PASAA, 59, 1–19.
Gibson, J. (2010). Small group teaching in english literature: A good practice guide. In J. Gawthrope (Ed.), Number (Vol. 23). The Higher Education Academy.
Gilliland, B. (2018). Teacher research during an international practicum. ELT Journal, 1–14. https://doi.org/10.1093/elt/ccx054
Guo, Y., Arthur, N., & Lund, D. (2009). Intercultural inquiry with pre‐service teachers. Intercultural Education, 20(6), 565–577. https://doi.org/10.1080/14675980903448619
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