Internationalization in Teacher Education: How can student practice in Southern Africa contribute to strengthening the professional work as teachers in Northern Norway?

How does international practicum during teacher education affect the professional role of a teacher? Can this experience provide new perspectives and practices in the classroom, and does this type of experience in teacher training expand students' competence in global teaching and diversity? This paper builds on a recent research study titled Teachers in a Globalized World, involving five teacher education programs in Norway. The study aims to generate knowledge about the long-term impact of international practicum programs. Our contextual framework is based on a teacher education program at UiT – The Arctic University of Norway in Tromsø. As teacher educators, we run a practice-abroad project where student teachers can participate in a four-week teaching practicum in Zambia or South Africa during their five-year master’s program. With over 20 years of experience working with international school practice in Southern Africa, we have gained a broad overview of the field. However, research on the long-term impact of student teachers’ practice is still lacking. By interviewing former students who have worked as teachers for a minimum of five years in Northern Norwegian schools, we evaluate the value of this focus in teacher education programs. Specifically, we ask how these experiences are utilized in their professional roles as teachers.