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Yang\u003Cbr>The HongKong Institute of Education, HongKong, [rccyang@ied.edu.hk](rccyang@ied.edu.hk) |  |\n\nRecommended Citation  \nYang, Chi Cheung R. (2011) \"Pre-service English Teachers’ Perceptions ofan Overseas Field Experience Programme,\"Australian Journal of Teacher Education: Vol. 36: Iss. 3, Article 5.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol36/iss3/5](http://ro.ecu.edu.au/ajte/vol36/iss3/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol36/iss3/5](http://ro.ecu.edu.au/ajte/vol36/iss3/5)  \nAustralian Journal of Teacher Education  \nPre-service English Teachers’Perceptions of an Overseas Field Experience  \nProgramme  \nChi Cheung Ruby Yang  \nThe Hong Kong Institute of Education  \nHong Kong  \n[rccyang@ied.edu.hk](rccyang@ied.edu.hk)  \nAbstract: This paper aims to present a small group ofpre-service  \nEnglish teachers’ perceptions towards the overseas field experience  \nprogramme jointly organised by a university in Canada and the  \nteacher trainer institute in Hong Kong. The study involved seven  \nCanadian Year 3 and 4 B.Ed. TESL students who participated in the  \ninvestigated eight-week overseas field experience programme to Hong  \nKong. A purely qualitative method was adopted in which a semi  \nstructured interview was conducted and the participants were asked to  \nkeep fieldwork logs to obtain their views of the programme. The  \nresults of the study show that the participants were highly positive  \nabout this overseas field experience because they could understand  \nmore about the nature of Chinese ESL students through their teaching  \nexperience in HongKong. The paper concludes by suggesting that an  \neffective collaboration and communication among the partnership  \nuniversities and the linking schools is particularly important because  \nit can make the participants benefit most from the programme.  \nIntroduction  \nField experience or teaching internship is an “indispensable part” of a teacher education programme (Posner, 2005, p. 3) and overseas field experience is important for English as a Second Language (ESL) teachers, especially for pre-service teachers who do not have any or enough teaching experience. It usually involves the collaboration of placement schools and universities (Stachowski & Mahan, 1998) and provides future teachers with the “real world”of classrooms to improve their teaching skills (Willhite, Mclntyre, & Willhite, 2008, p. 329) . One important argument for including field experience in the teacher education programme is to provide student teachers with opportunities to integrate theory learnt into practice in a meaningful way (Wiseman, Knight, & Cooner, 2005). Ribich (1995) strongly believes that field experience in teacher education programmes helps students grow and develop as  \nVol 36, 2, March 2011 92  \nAustralian Journal of Teacher Education  \nteachers. It also assesses students ’“readiness for entering the teaching profession”(Jaquith, 1995, p. 20). Regarding overseas field experience, Brindley et al. (2009, p. 532) suggest that a study abroad internship program can “act as a catalyst” for pre-service teachers ’professional development.  \nPre-service English teachers in the modern era need to have global or cross-cultural knowledge. In an age of globalization in the twenty-first century, there is a great demand for teachers to have increased knowledge about the world and a need for them to experience cross-cultural learning (Merryfield, 1995; Mahon & Cushner, 2002) and possess actual international knowledge (Merryfield, 1995) . Overseas student teaching is “a way to expand cross-cultural knowledge” of student teachers (Cushner & Mahon, 2002, p. 56; Mahon & Cusher, 2002, p. 7) . It is a crucial element which allows pre-service teachers to gain meaningful ","cbCainRDoNOme5DJ","https://ap.wps.com/l/cbCainRDoNOme5DJ","pdf",184773,14,"English","# Introduction\n## Overseas field experience and teacher education\n## Global and cross-cultural knowledge\n## Literature review of benefits\n## Prior research on international field experience","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study aims to present a small group of pre-service English teachers’ perceptions of the overseas field experience programme organised by partner institutions in Canada and Hong Kong.\"},{\"question\":\"Who participated and what was the programme duration?\",\"answer\":\"Seven Canadian Year 3 and 4 B.Ed. TESL students participated in an eight-week overseas field experience placement in Hong Kong.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"The study used a qualitative approach with semi-structured interviews and required participants to keep fieldwork logs to capture their views of the programme.\"}]","Pre-service English Teachers’ Perceptions of an Overseas Field Experience Programme | PDF",1792079133,35]