Reflecting on Diversity through a Simulated Practicum Classroom

A Case of International Students

Authors

DOI:

https://doi.org/10.32674/jis.v10iS2.2748

Keywords:

culture, diversity, preservice teachers, reflect, simulated practicum

Abstract

This study aimed to investigate how international students draw on their own cultural identity to reflect on their teaching practice in a simulated classroom in the Australian context. Each simulated teaching session that the students participated in was recorded and sent to the pre-service teachers for later review and reflection. The pre-service teachers were required to produce a 1000 word written reflection of their teaching practice with an explicit focus on how they supported culture, difference and diversity of need in their lesson. Using the Rodger’s framework, these reflections were analyzed using the Leximancer software, a lexical semantic tool, to identify the shared and unique experiences that pre-service teachers from the diverse backgrounds face in refining and developing their teaching practice. 

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Author Biography

Sivanes Phillipson, Swinburne University of Technology

Sivanes Phillipson, PhD, is Swinburne University’s Dean International and Professor of Education. She is also the Routledge Editor for Evolving Families Series, a series that focuses on issues, challenges and empirical best practices surrounding evolving families that impact upon their survival, development and outcomes. Sivanes’ research interest and experience centres around teaching practices and parental engagement in early learning and care as the basis for children’s formal learning and whole wellbeing. Her most recent work from an ARC Linkage is a resource website, www.numeracyathome.com that facilitates and enables parents and educators to engage in early mathematical learning. Her previous work includes the Australian Scholarship Groups Australia and New Zealand Parent Report Card project 2015-2017. The 2017 report has had extensive media outreach across the nation both in Australia and New Zealand. Email: sphillipson@swin.edu.au

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Published

2020-11-10

How to Cite

Finn, M., Phillipson, S., & Goff, W. (2020). Reflecting on Diversity through a Simulated Practicum Classroom: A Case of International Students. Journal of International Students, 10(S2), 71–85. https://doi.org/10.32674/jis.v10iS2.2748