The Role Of Support System In International Teaching Practice: A Self-narrative Inquiry

Abstract

As an instrumental part of international teaching practice (ITP), the support system is a network of individuals and resources that provides emotional, appraisal, informational, and instrumental assistance for a pre-service teacher (PST) in overcoming stress, achieving goals, and enhancing emotional well- being. While ITP is considered essential for pre-service teachers' professional and personal development, the role of support systems in this context is still under-researched. The present study seeks to close the gap by exploring the role of support systems that were received by the researcher as a pre-service teacher during international teaching practice. The primary data were collected from a self-narrative inquiry, documented from the researcher’s personal thoughts, feelings, and experiences were analyzed thematically to find meaningful patterns and insights. Based on reflective journal data, four major sources of support were identified: support from institutions, support from the cooperating teacher and other teachers, support from family, friends, peers, and students, and self- affirmation as support. These sources of support shaped the PST’ professional and personal experiences during ITP. The implications of these findings will contribute to the design of more integrated support systems during international teaching practice.