A phenomenological study of an international teaching practicum: Pre-service teachers' experiences of professional development

• New world views of education and culture gained in the international practicum.
• Deep understanding of educational systems enhanced teaching-learning practices.
• International practicum leads to awareness of diverse work conditions and culture.
• Length of international teaching practicum is critical for meaningful experiences.

This article reports a research project planned and organized by the School of Educational Studies of Universiti Sains Malaysia to provide an international teaching practicum experience to six pre-service teachers for six weeks in Maldives. Using qualitative data from an open-ended questionnaire and reflective journals, the six pre-service teachers' experience of professional development during their international teaching practicum is examined, analysed and described. The findings show that the six students experienced beneficial and meaningful professional development. Some challenges and limitations of the international practicum are also highlighted. Based on this study, implications for teacher education/training of TESOL/TESL teachers are suggested.