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Supporting Cross-Cultural Adaptation during Practice Teaching in China: Reflections on a Decade of Experience

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This paper reflects on a decade’s involvement in overseas practice teaching in China. It uses Brick’s (1991) four-tiered model of adaptation to a new culture to explore how a preparation program that is aimed at developing a practicum community can facilitate the adaptation process and make the overseas practicum a more enriching and fulfilling experience.

By reflecting on, and responding to, data from student journals and surveys over a ten-year period, the organisers have become more successful in recent years in facilitating this adaptation process, particularly during the critical second stage. Almost all of the 202 preservice teachers who have undertaken the China Practicum over the ten-year period progressed to the third stage of a four-stage process of adaptation. The creation and maintenance of a ‘practicum community’ on an overseas practicum is thus presented as a viable way of promoting the personal and professional development of participating preservice teachers. Further, we believe that the concept of a practicum community applies equally to other contexts.

Document Type: Research Article

DOI: http://dx.doi.org/10.7459/ept/23.1.06

Affiliations: University of Wollongong

Publication date: January 1, 2001

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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