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This article was originally published as:

Northcote, M., Kilgour, P., Reynaud, D., & Fitzsimmons, P. (2014). Engaging in Deep Cultural Learning through the Intersection of Multiple Contexts. Australian Journal of Teacher Education, 39(10), 47-63. doi: 10.14221/ajte.2014v39n10.4

ISSN: 1835-517X


130105 Primary Education (excl. Maori)| 130106 Secondary Education| 130301 Aboriginal and Torres Strait Islander Education| 130302 Comparative and Cross-Cultural Education| 130313 Teacher Education and Professional Development of Educators

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The type of learning that takes place in teacher education courses typically results in pre-service teachers developing a mixture of knowledge, skills and values that enable them to become effective teachers in schools in the future. During their journey to become qualified teachers, pre-service teachers typically engage in coursework and experiential-based learning.

By engaging in coursework experiences, an overseas practicum and an overseas study tour, students experienced a range of reflection-promoting activities and contexts during which they broadened and deepened their understanding of cultures other than their own.

Using a cross-case analysis approach, the data gathered in these three cases were evaluated using an experiential learning theoretical framework. This article reports on findings from three separate but related studies in which students’ learning about cultures other than their own was analysed and used to provide a set of practical recommendations for teacher education courses and programs.


Used by permission: Edith Cowan University.

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