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It examines concerns related to duty of care, blurred relationship boundaries, and misalignment between pre-service teachers and local supervising teachers’ expectations. Using narrative inquiry, it explores the interaction between visiting supervisors and host culture, and considers implications for support needed for international PE academic supervisors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/wish-you-were-here-international-professional-experience-academic-supervision/594802/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/wish-you-were-here-international-professional-experience-academic-supervision/594802.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper investigate about international PE supervision?","Question",{"text":112,"@type":113},"It investigates opportunities and challenges encountered by an academic supervisor during international professional experiences, including wellbeing, workload, relationships with pre-service teachers, host schools, and host communities, and cultural differences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key concerns do respondents report in overseas supervision?",{"text":117,"@type":113},"Respondents report concerns about duty of care, blurring distinctions in relationships, and mismatched expectations among pre-service teachers and local supervising teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper study these experiences?",{"text":121,"@type":113},"It uses a narrative inquiry approach to examine the interface between visiting academic supervisors (and pre-service teachers) and the host culture, alongside globally normed Western approaches to pedagogy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594802,1792192007,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nWish you were here  \nAcademic supervision of international professional experience  \nJohn Buchanan  \nUniversity of Technology Sydney  \nInternational professional experiences have long been esteemed by universities and pre-service teachers alike. This paper analyses the experiences of six academics who have supervised Australian pre-service teachers undertaking international professional experience (PE), with a view to better understanding the problems and prospects that they encounter during their overseas supervision. The respondents reported concerns about duty of care, blurring of relationship distinctions, and pre-service teachers’ and the local supervising teachers’expectations. Using a narrative inquiry approach, this paper examines the interface between visiting academic supervisors or preservice teachers, and the host culture, against a backdrop of globally normed, Western approaches to pedagogy. The paper also explores implications for support needed for international PE academic supervisors.  \nKeywords: International professional experience; academic supervision; pre-service teachers; intercultural education; international mobility, narrative inquiry.  \nBackground and introduction  \nGiven their disruptive capacity, intercultural exchanges demand and nurture attributes such as flexibility in thinking, openness to new ideas, and interpersonal acceptance, deemed highly valuable in teaching. The Australian university that is the site of this study offers annual in-school,international professional experiences in the Asia-Pacific region for its pre-service primary teachers. Serving the needs of the school students is the ultimate goal of these international PEs.This is optimally done, it is posited here, by supporting the pre-service teachers, and, in turn, the staff who supervise them.  \nInternational PEs can be organised in various ways (Buchanan, Major, Harbon & Kearney, 2017) . At the site university, an academic accompanies the pre-service teachers overseas to the host schools, observes their lessons, offers advice and writes their reports. These academic supervisors are chosen from among those who respond to a call for expressions of interest. Unless there are sufficient pre-service teachers to warrant a second  \nstaff member, the accompanying supervisor operates alone.  \nThis paper investigates opportunities and challenges encountered by a sole academic supervisor during international PEs. These include personal wellbeing and workload, and relationships with the pre-service teachers, with the host schools, and with the host communities and cultural differences. It is anticipated that this paper will contribute to more informed support for international PE supervisors, through a better understanding of their needs.  \nReview of the literature  \nLittle research appears to have been conducted into the conditions under which teacher educators undertake international PE supervision. This literature review, therefore, includes a focus on onshore PE supervision, drawing inferences therefrom.  \nThe positive contributions of international PEs topre-service teachers have been extensively documented  \nvol. 60, no. 2, 2018 Wish you were here John Buchanan 15  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \n(Beck & Kosnik, 2002; Cohen, Hoz, & Kaplan, 2013; Fayne, 2007; McDonald, 2014). International PEs offer pre-service teachers multiple and rich opportunities to engage in aspects of teacher competence in ways that differ from onshore PEs. See also Buchanan & Widodo (2016) and Buchanan et al. (2017) .  \nBodycott, Mak and Ramburuth (2013) note the importance of supporting staff in pursuing internationalisation endeavours. Beck and Kosnik (2002), in reviewing the Professional Experience needs of preservice teachers, nominated emotional support, peer relationships, collaboration and realistic but challenging workloads as key factors. Arguably, international P","cbCaitRgTVkbBRXE","https://ap.wps.com/l/cbCaitRgTVkbBRXE","pdf",170037,"English","# Background and introduction\n# Review of the literature","[{\"question\":\"What does the paper investigate about international PE supervision?\",\"answer\":\"It investigates opportunities and challenges encountered by an academic supervisor during international professional experiences, including wellbeing, workload, relationships with pre-service teachers, host schools, and host communities, and cultural differences.\"},{\"question\":\"What key concerns do respondents report in overseas supervision?\",\"answer\":\"Respondents report concerns about duty of care, blurring distinctions in relationships, and mismatched expectations among pre-service teachers and local supervising teachers.\"},{\"question\":\"How does the paper study these experiences?\",\"answer\":\"It uses a narrative inquiry approach to examine the interface between visiting academic supervisors (and pre-service teachers) and the host culture, alongside globally normed Western approaches to pedagogy.\"}]","Wish you were here - International professional experience academic supervision | PDF",1792079880,25]