Australian and Indian Preservice Teachers’ Epistemological and Positional Framing of Capacity Building in a Global Environment of Teaching Based on an Authentic Practicum

Capacity building in teaching in a globalised cross-cultural environments is an essential aspect to cope with the challenging needs of the 21st Century (Bybee, 2010). Real influence in building cultural and cross curricular competencies lies in developing global perspectives and this is possible only through authentic practicum models (Dunn et al, 2014, Doston, 2013). It is observed from different global practicums that globally minded teaching emerges from a passionate pedagogy, community cultural engagement, teamwork, and collaboration with mentors (Alfaro & Quezada, 2010). Success of building capacity to deal with globalised environment of teaching and learning happens through culturally proficient schools, culturally competent educators and culturally responsible teaching (Irvine, 2003). In a global practicum the preservice teachers’, epistemological and positional framing of the aspects of the practicum play a vital role in building capacity to teach in a global cross-curricular environment. The epistemological framing generally has context dependence and flexibility of the process (Hammer, et al, 2005) whereas, the positional framing situated with individual, group and cultural aspects within a program (Hand, et al, 2012). In a global practicum it is a new cultural and curricular perspective, hence preservice teachers’ capacity to deal it epistemological (flexibility) and positional (cross cultural) plays a key to success. This study was conducted among 39 preservice teachers from Australia and India participated in a three weeks paired practicum in three schools in Bangalore India using Peer Alliance for Productive professional Experience