Maximising Intercultural Learning in Short Term International Placements: Findings Associated with Orientation Programs, Guided Reflection and Immersion

Oct 15, 2026

Short-term international practicum experience is a feature of many Australian university education programs, aiming to strengthen intercultural learning and related outcomes such as intercultural sensitivity, cultural identity, global citizenship and global competence. The paper documents early and developing attitudes and dispositions of pre-service teachers and academic staff engaged in a Malaysian secondary-school pilot. Observations link intercultural behaviours to responses under changing circumstances, drawing lessons on orientation for intercultural exchange and proposing targeted interventions to enhance understanding and reduce cultural difference.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Current Research and the Global Education Experience

Australian Journal of Teacher Education | Volume 40 | Issue 10 | Article 1 | | --- | --- | 2015 Maximising Intercultural Learning in Short Term International Placements: Findings Associated with Orientation Programs, Guided Reflection and Immersion. Coral J.L. Campbell Deakin University, [coral.campbell@deakin.edu.au](coral.campbell@deakin.edu.au) Caroline Walta LaTrobe University, [C.Walta@latrobe.edu.au](C.Walta@latrobe.edu.au) Recommended Citation Campbell, C. J., & Walta, C. (2015). Maximising Intercultural Learning in Short Term International Placements: Findings Associated with Orientation Programs, Guided Reflection and Immersion.. Australian Journal of Teacher Education, 40 (10). [http://dx.doi.org/10.14221/ajte.2015v40n10.1](http://dx.doi.org/10.14221/ajte.2015v40n10.1) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol40/iss10/1](http://ro.ecu.edu.au/ajte/vol40/iss10/1) Maximising Intercultural Learning in Short Term International Placements: Findings Associated with Orientation Programs, Guided Reflection and Immersion Coral Campbell, Deakin University. Caroline Walta, LaTrobe University Abstract: Short-term international practicum experience is now a feature of many university education programs in Australia in an attempt to engage students with the growing multi-cultural aspects of Australian life. The stated purposes of such practicum experiences generally highlight intercultural learning, which is associated with the development of intercultural sensitivity, cultural identity, global citizenship and global competence. This paper tracks and documents the early and developing attitudes and dispositions of a group of pre-service teachers (PSTs) and academic staff who were engaged with the pilot project of a pre-service placement in Malaysian secondary schools. The behaviours associated with intercultural learning are observed in association with the students’ responses to changing circumstances. The paper draws attention to lessons learnt about orientation for intercultural exchangesin the development of intercultural learning and suggests ways to enhance the development of intercultural understandings and minimize cultural difference through more targeted interventions. Introduction Cultural diversity is now an established feature of Australian schools and universities with the advent of population mobility through migration, relocation and refugee movements. We are no longer insulated from cultural differences as we encounter culturally different people in every realm of our lives. Yet “intercultural sensitivity does not come naturally as we seek to ignore, copy or destroy difference”(Olsen & Kroeger, 2001, p.117) . In discussing culture, we have adopted a definition from Dunkley (2009, p.1) who describes culture as “the framework and substance of a social group that comprises its activity, traditions, values, rules, identity and beliefs”. Not surprisingly, Asia and Australia’s engagement with Asia is now a cross curricula priority in the mandatory Australian Curriculum taught in schools, bringing with it an imperative for teacher education institutions to prepare teachers with the skills and attitudes appropriate to manage this. A number of research projects have involved establishing ways in which this can be done (Ochoa, 2010), with various options involving exposure to culturally relevant students while studying at home (Soria & Troisi, 2014), to immersion programs in Asian countries. Internationally, universities and schools are increasingly turning to international experience to foster the development of intercultural learning and sensitivity (Cushner & Mahon, 2002; Dunkley, 2009). Within Faculties of Education, where the training of teachers occurs, there has been the development of international practicums, where preservice teachers (PSTs) spend several weeks in an international setting, teaching in classrooms which are significantly d

FAQs

What outcomes does the paper associate with short-term international practicum experiences?

It links such placements to intercultural learning outcomes including intercultural sensitivity, cultural identity, global citizenship and global competence.

Who participated in the Malaysian secondary-school pilot project?

The study tracks a group of pre-service teachers and academic staff engaged in a short-term placement in Malaysian secondary schools.

How does the paper explain the role of orientation and reflection?

It highlights orientation lessons for intercultural exchange and emphasizes reflection on the experience after placement as part of enhancing intercultural understandings while minimizing cultural difference.

Oct 15, 2026

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