Learning across Borders: Pre-Service Teacher Development through Overseas Classroom Observation across Diverse Asian Contexts
Keywords:
classroom observation; intercultural competence; international mobility; pre-service teachers; professional identityAbstract
This study examines the impact of short-term overseas classroom observation experiences on pre-service teachers' professional development in different Asian contexts, using a convergent mixed-methods design. The sample consisted of reflective narratives from 20 pre-service teachers studying at the Faculty of Education, Prince of Songkla University in Thailand. Descriptive statistics, correspondence analysis, and reflexive thematic analysis were applied to identify interconnections among reflection patterns and the underlying themes across destination contexts. The results showed significant differences in reflection patterns across destination countries (?² = 93.09, p < .001). Correspondence analysis indicated that the first two dimensions accounted for 78.12% of the total inertia and highlighted different associations with collaboration, pedagogy, technology, interaction, and meaningful learning. Four interconnected themes were generated through reflexive thematic analysis: (1) Pedagogical observation as professional learning, (2) Student-centred participation and relational learning, (3) Adaptive pedagogy through resources and technology, and (4) Intercultural reflexivity and emerging teacher identity. Taken together, these findings illustrate that overseas classroom observation offers a variety of learning opportunities for educators influenced by local circumstances.
https://doi.org/10.26803/ijlter.25.9.12
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