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Crossing the Date line: Perspectives of Canadian students studying education in an Australian Regional University
Conference paper   Peer reviewed

Crossing the Date line: Perspectives of Canadian students studying education in an Australian Regional University

Christopher Dann, Bill Allen and Kylie Readman
Proceedings of the 2009 Australian Teacher Education Association Annual Conference, pp.1-15
Australian Teacher Education Association Conference: Teacher Education Crossing Borders: Cultures, contexts, communities and curriculum, 2009 (Albury, Australia, 28-Jun-2009–01-Jul-2009)
Australian Teacher Education Association
2009
url
https://atea.edu.au/View
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Abstract

Education Systems pre-service teacher education internationalization global perspectives teacher identity
The research reported here aims to develop understandings around the expectations and perceptions of Canadian students entering a Graduate Diploma of Education program in an Australian university. The study align well with the theme of "crossing borders", as the study focuses on international students 'crossing borders' to achieve their accreditation goals in another country. The particular context of this research is a sizeable cohort (90 - 100 annually) of Canadian students who attend an Australian regional university to gain a teaching qualification. Based on the theoretical perspective of interpretivism, the study employed qualitative methods to understand the expectations and perspectives of the students early in, and during their progress through the program. Data were collected using semi-structured interviews: researchers conducted three interviews with each participant across the first six months of the students' year long stay. The 'moments' of each interview were: (i) prior to attending their first week of lectures; (ii) after they had completed the first lecture series of four courses; and (iii) after participants completed their first block of practical experience in an Australian school. The data was then analysed using constant interrogation and context theory. This report is based on the initial findings of these interviews and identifies the themes and understandings expressed by the Canadian students who have 'crossed the date line'.

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