Summary and Suggestion

The SEA Teacher Project is an excellent initiative for pre-service teachers in Southeast Asia to expand their teaching horizons. This program gave me the chance to immerse myself in different educational environments and understand new cultures, which expanded my perspective in the teaching-learning process. It allowed me to develop both personally and professionally by letting me experience first-hand the processes and challenges that teaching comes with—only this time, it was in the context far from what I am used to. This project proves that we can revitalize education through exchange programs and international collaboration, as it fosters global partnership and allows countries to benchmark each other's teaching practices.

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Purposes of Practicum

"Revitalizing Teacher Education” is one of the priority areas for achieving quality education in Southeast Asia, according to SEAMEO. Their initiative to launch the “Pre-Service Student Teacher Exchange in Southeast Asia (SEA-Teacher Project)” is crucial in fulfilling this agenda. This project provided me with exceptional teacher training that surpassed what my university alone could offer. In today’s highly globalized world, the project has truly revitalized teacher education by exposing pre-service teachers to realities beyond their familiar educational context. Exposure is the first step toward unlocking opportunities and fostering growth, and the more pre-service teachers are immersed in experiences that challenge them beyond their comfort zones, the better equipped they will be to meet the evolving demands of global education. The purpose of this practicum is not only to revitalize teacher education in Southeast Asia but also to strengthen global education by promoting interconnectedness and fostering a deeper understanding of diverse educational environments and cultures. This enables future teachers to collaborate in addressing the evolving global needs of education, because by bridging cultures, we are building futures.

Procedures of practicum

The SEA Teacher Project spanned 4 weeks (1 month). However, as delegates from Ateneo de Naga University, Lisbeth and I began our practicum a week later due to a delayed arrival. Despite this, we successfully completed the entire program by adhering to the required activities and schedules.

During the first week, we had an orientation on the school premises, followed by a campus tour and a meeting with the faculty members. This allowed us to familiarize ourselves with the school's facilities and meet the staff. I also started my assistantship duties, which included preparing teaching materials, assisting in classroom activities, and helping my resource teacher manage her Mathayom 4 and 5 classes.

The second week was focused on practicum activities. I conducted my final teaching demonstration in front of students and evaluators. After the final demo, we transitioned to preparing for the school's open house event. This preparation involved organizing materials, planning the program, and facilitation of activities.

In the third week, we visited Nong Ree Prachanimit School in Kanchanaburi, where we conducted a program for students focused on language use and cultural exchange. This activity provided an opportunity to interact with students in a new environment and share knowledge about language and culture. Additionally, we visited an elementary school in Ban Nong Bua to observe other SEA Teacher Project delegates conducting their practicum. These visits provided insights into different educational levels and practices within the Thai education system.

In the fourth week, only Lisbeth and I remained. We visited two schools in Kanchanaburi: Banpupradoo School and Kanchananukroh School. At these schools, we observed 4th-year education students from Kanchanaburi Rajabhat University conducting their final teaching demonstrations. Additionally, we participated in cultural immersion activities, including music, local cuisine, and other cultural experiences, which gave us a well-rounded perspective on Thai culture and its integration into the education system.

outcomes of practicum

As a future educator, my experiences in the SEA Teacher Project will serve as a compass as I navigate the beauty and complexity of the teaching profession. Teaching is a lifelong journey of learning and growth, and this project is a significant stepping stone in that path. It not only shaped me into a better educator but also humbled me by reminding me of how much there is still to learn. It taught me that there is always room for improvement, growth, and adaptation in this noble field.

Before participating in the program, I had no experience managing a classroom, and I doubted whether I could succeed. However, with the support of my resource teacher, mentors, and fellow delegates, I gained the confidence to stand before a class and become an effective educator. It was challenging at first, nerve-wracking even, but these obstacles pushed me to think creatively and to push beyond my limits to achieve what I thought I couldn't. I learned to be an effective observer—someone who has the empathy to put myself in my students' shoes and adjust my teaching methods to meet their needs. Additionally, the experience taught me how to adapt to new learning environments and remain flexible when challenges arise. It also provided invaluable opportunities to turn theoretical knowledge into practical skills in real-world classroom settings.

Beyond the professional growth this program brought me, I also experienced personal growth. I had the privilege of meeting incredible people who believed in my potential even when I couldn’t see it in myself. Through these connections, I not only gained valuable insights but also formed lasting friendships that I will cherish for a lifetime. It made me realized that it literally takes a village to make a teacher. It also honed my soft skills, such as communication, problem-solving, collaboration, and adaptability, which are essential in both professional and personal spheres. Being away from home and experiencing new challenges also taught me to connect with myself, that it is okay to face life alone. While you are always surrounded by people who have your back, there will always come a time where you only have yourself.

Furthermore, experiencing a new culture broadened my perspective on education. As the world becomes increasingly globalized, now more than ever, it is important for pre-service teachers to be exposed to diverse cultural contexts. This exposure not only enhanced my understanding of the different learning styles and needs of students from various backgrounds, but it also helped me develop the flexibility and cultural competence necessary to create inclusive and engaging learning environments.

The SEA Teacher Project only lasted for a month, but it felt as if a lifetime of learning had passed. I realized that one way a person can grow holistically is by taking the risk to dive into unfamiliar waters and being humble enough to let the current take them to places. The journey might be rough and full of twists, but the destination is surely worth it. Though my journey as a SEA Teacher participant concluded, my learning as a teacher has just begun. This time, however, I am equipped with the knowledge and experiences I need to conquer uncertainties and the inevitable.

The challenges of practicum

I believe that language learning and acquisition are most effective when the lessons are relevant to students' contexts. Localizing the lessons was a challenge to me as I lacked knowledge about their culture as well as trends in their local community. Hence, my topics were not as personalized as I wanted them to be.

The language barrier also served as an obstacle in delivering the lessons. There were certain concepts that could have been conveyed more effectively if I had translated them into students' native language. It also impacted communication between me, my students, faculty, and staff.

Suggestions for future improvement

The SEA Teacher program has been a remarkable platform for fostering cultural exchange and enhancing teaching practices across Southeast Asia. While the program has achieved significant success, there is always room for growth and improvement. To further enrich the experience for delegates and maximize the program's impact, I would like to propose a few recommendations.

Extend the Program Duration: While a month-long stay is undoubtedly enriching, extending the program’s duration would provide pre-service teachers with more opportunities to engage in professional activities. This would allow them to conduct more in-depth classroom observations, deliver additional teaching demonstrations, and become better acquainted with the local curriculum, education culture, and environment. An extended duration would also enable participants to immerse into the professional aspects of teaching and build stronger connections with their host schools and peers.
Increase Interaction with Education Students: To enrich the learning experience for pre-service teachers, I recommend providing more opportunities for them to attend educational classes alongside local education students. These sessions could focus on discussions about teaching practices, instructional strategies, and classroom management techniques. By engaging in these conversations, delegates would gain valuable insights into different educational philosophies and approaches, enabling them to broaden their perspectives on teaching.
Mentorship and Peer Feedback: Setting up a mentorship or peer feedback system would give delegates personalized support during their teaching. Local teachers or senior education students could offer guidance on lesson planning, classroom management, and teaching techniques. This would create a supportive environment where delegates can reflect on their teaching and improve with helpful feedback.
Curriculum Familiarization Seminar: Organizing a seminar focused on the local curriculum and the education system of the host country would help participants understand its structure, objectives, and key teaching strategies. This would allow delegates to familiarize themselves with the educational standards, expectations, and unique aspects of the nation's education system, which helps them adapt their lessons and teaching styles to better align with the local context.

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