This study explores an Indonesian pre-service teacher’s experiences related to a 4-week international teaching experience in Morocco. The experience included teaching English in the classroom and outside the classroom. Using qualitative data from diaries, the pre-service teacher’s experience of professional teaching development during their international teaching practicum is examined, analysed, and described.
The results described pre-service teachers’ experience while conducting international teaching practicum in Morocco and the challenges she encountered. She divided the teaching experience into teaching and classroom management. The teaching includes the purpose of the teaching and learning, the syllabus, teaching and learning material, teaching and learning activities, teachers’ role, students’ role, the teaching and learning language, and the assessment. The classroom management includes the number of the students, the age of the students, the students’ behaviour, and the students’ language.
It revealed that pre-service teacher improved her confidence in using English as her communication, boosted her teaching confidence and skills. The findings also emphasize that only some of the professional developments are received by the pre-service teacher. Some limitations and challenges of the international teaching practicum are also highlighted. Based on this study, implications for the organization, the institution, and pre-service teacher of EFL are suggested.
Keywords: EFL, international teaching practicum, professional development, pre-service teacher education
