Field work – Malaysia
An intervarsity initiative placing Australian students in Malaysian schools
July 2014
Caroline Walta
La Trobe University
Faculty of Education
[email protected]
Kuala Lumpur Malaysia
Practicum in KL
Program overview

Developed through inter-university cooperation in association with the
Australian High Commission to Malaysia

Designed to provide professional practicum experience while developing crosscultural skills and understandings and opportunities for the development of
cultural literacy associated with engagement with Asia

Involves partnerships for mutual learning between Malaysian Partners, namely
local schools and higher learning institutes and an association of universities
from Australia

Initially came out of an agreement with Victorian deans but welcomes wider
participation.
Overview of the program experience

Has grown from a pilot of 16 to now 50 students from 6 universities

Currently completing the 4th iteration – Jan/July 2013, 2014

Involves a coordinator and meetings of organisers from each interested university several
times a year.

Also involves working with an in-country organiser- vital for the setting up of the program,
orientation days, initial meetings with key personnel, excursion and orientation
experiences

Students are supported through successful application for an Asia Bound grant of $2000.

The grant funds two staff members from each university to accompany students
Working in the schools
Overview of the staff experience

Accompanying staff stay the full 3 weeks if possible

Strive for a ration of 1:15

Visit schools to ensure clarity of purpose and then visit students to give feedback
on teaching throughout the placement

Stay in Quest type shared accommodation together with students

Are available for consultation and help with lesson planning after the school day

Accompany students on weekend excursions and all orientation activities
Overview of student experience

Some universities count this as a placement- others as fieldwork

A generic assessment from the mentor for all unis. Where needed uni
specific forms for visiting academics

Free to travel outside and socialise outside of school hours.

Placed in shared room accommodation to facilitate social interaction

Teach in schools according to method

Either attend morning or afternoon school
Teaching in Malaysia- reflection on learning
in a different cultural context
Research into potential gains of
international practicum experience

Research highlights the progress of goals associated with global teaching and
learning over the past few decades.

Cultural enrichment and second language acquisition towards the development
of intercultural competence linked to concepts of cultural identity, global
citizenship and global competence- which could not be developed staying at
home(Dunkley, M, 2009; Vande Berg, M. 2007)

The development of an appreciation of cultural diversity as part of cultural
competence

Some research highlights the need for effective pre-and post preparation, and
opportunities for guided reflection on learning to maximise the benefits
Personal experience

An involvement over almost 2 years

Responded to an invitation to accompany students

Attended one initial preparation session with accompanying staff and students.
Practical in-country preparation material discussed

Prepared a presentation on the role of the mentor to share with university
colleagues in Malaysia

Met with my fellow supervisor at the airport and travelled together.

Negotiated traffic to arrive at IPBA for a gathering of all stakeholders
Our in country meeting
Primary school teaching in KL
General feedback- organisational
perspective

Needs a cooperative team of core people to work with the ongoing program

An in-country organiser who is paid out of student costs is essential

Students need careful orientation, monitoring and support as the
experience is culturally very different from Australia

No student has left early but some find it very challenging

Important to screen students for the capacity to cope with change, social
and cultural demands.
Some reflections by students

Critical of orientation efforts before commencing teaching

Overall very positive about the experience and would recommend it to others

Generally challenged by everything- heat, travelling, teaching conditions,
adjusting to living conditions

Generally adjust well and form close bonds and empathy with students

Quite demanding about what they expect from Australian academics

Some concerns about safety associated with travel in country
Feedback on current experience

50 students

Health and safety an issue in this venue

Experiences vary as mentors interpret responsibilities

Cultural impact on mentoring an issue

Academics are kept busy monitoring the experience of PST

Value adding associated with debriefing and reflection

Teaching experience is very different from Australia but nevertheless valuable
for intercultural understanding
Malaysian school experience
Group work!
References

Dunkley, M. (2009). What students are actually learning on study abroad
and how to improve the learning experience.

Vande Berg, M. (2007). Intervening in the Learning in U.S. students abroad.
Journal of Studies in International Education 2007 11:392