Supervising an international teaching practicum: building partnerships in postcolonial contexts

Jae Major, Ninetta Santoro

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)
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Teaching practicum experiences, including those in international contexts, are based on partnerships between institutions and host schools, and the partnership between the pre-service teacher, the cooperating teacher and the university supervisor. This article explores the relationship between pre-service teachers and cooperating teachers in an international practicum in the Solomon Islands. It considers the way the cooperating teachers were positioned within the partnership, and raises questions about the way the university engages with host schools and teachers in international contexts, particularly in developing countries. Drawing on postcolonial theory, we investigate the complexity and contradictions in relationships between the pre-service teachers and cooperating teachers. We conclude by offering suggestions for valuing the role of cooperating teachers in these contexts.
Original languageEnglish
Number of pages15
JournalOxford Review of Education
Early online date16 Jun 2016
Publication statusE-pub ahead of print - 16 Jun 2016


  • teaching practicum
  • teacher education
  • postcolonialism
  • international experience
  • partnership


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