Reflecting on Pre-service Teachers ' Practicum in Tanzania: Avenue for Professional Inquiry, Discovery and Growth

Abstract

AbstractThis paper is framed within Relational Cultural Theory (RCT) andReflective in Practice Theory (RPT) lenses to explore the role ofexperiential learning in fostering professional inquiry growth, andrelational building for six Canadian pre-service teachers postedto conduct practicum in Tanzania. This study uses field notes andreflective journal as main sources of data. The findings of this studyindicated that practicum is an avenue to learn, unlearn and relearnabout teaching. It is also a moment for novice teachers to connectand network with education stakeholders in other places or countries.Doing practicum in other cultures may stimulate collaborations suchas global North and global South collaboration for a practicumdone outside the country. However, acknowledging context as anintegral part of experiential learning must be emphasized. In thiscase, interrogating assumptions and converging perspectives duringpracticum in a foreign country is a precursor towards effective teaching.Keywords: cross-culture, experiential learning, global north, globalsouth, Tanzania