Abstract

This project addresses the needs of international preservice teachers undertaking practicum or work-integrated learning in Darwin classrooms. With increasing demands for graduates who are “workplace ready”, work-integrated learning has been applied to most teaching degrees. University and school-based practitioners supervise requisite practicums that must be enacted within regulated and supervised conditions for placement. Theoretically informed by Ulrich Beck’s work on risk societies, the project seeks to explore cultural uncertainties and educational challenges for International students undertaking practicum. The risk society has implications for education in that governments must continue to provide for educational facilities that meet political promises and market demands, yet provide for the emergent needs of individuals who now exercise increasing choice in their future. With increases in mobility, globalisation and modernisation, the potential for disempowerment and discomfort in culturally unfamiliar settings can result with a student being identified as ‘at risk’ during this time. The project establishes interventions in which researchers, practitioners and teachers build a pedagogy that takes into account second language principles, acculturation, professional relationships, sociocultural factors and appropriate proactive preparation and classroom support. The major outcome will provide supportive learning that maximises student engagement and classroom teaching outcomes for International Preservice students.