Who Fails Whom? A Case Study Exploration of Factors Leading to Unsuccessful International Pre-service Teachers’ Work Placements

Abstract

This chapter presents four case studies describing both individual and systematic causes for international pre-service teachers failing field experience. The study is framed within Lave and Wenger’s (Situated learning: legitimate peripheral participation. Cambridge University Press, New York, 1991) and Wenger’s (Communities of practice. Learning, meaning, and identity. Cambridge University Press, New York, 2008) notion of situated learning. The participants were four pre-service teachers (one third-year undergraduate, one fourth-year undergraduate and two graduate diploma students) and their four respective school supervising teachers. Individual factors that contributed to failure were the lack of English language proficiency, lack of understanding of the Australian schooling system and how to behave appropriately on field experience placements. Systematic factors that contributed to failure included lack of communication between the teacher training institution and schools and a perceived lack of support from the teacher training institution by both the pre-service teachers and the school supervising teachers. The findings conclude that there needs to be clearer communication between all stakeholders to ensure all understand their roles and responsibilities in supporting international pre-service teachers on field experience.