Quality learning is indispensable for meeting people’s basic needs, and vital in nurturing the conditions for global peace and sustainable development across the globe. Regardless of the race and creed, everyone needs to learn in active, collaborative and self-directed ways in order to flourish and contribute to their communities. Colleges and universities are faced with evolving and more demanding environment that has forced them to become adaptive and flexible. They are also faced with the pressure from the realization that their graduates should be able to compete in an increasingly global market place. This study aimed to disclose the personal experiences of the 5 education students during their practice teaching in ASEAN countries such as Thailand, Vietnam and Indonesia. This is a qualitative study which made use of case studies and Key Informant interview. It was disclosed that the student-teachers exposed in Universities of non-English speaking countries like Vietnam and Indonesia, may tend to have several struggles academically, emotionally and socially as compared to a school in a country which have included in their curriculum the teaching of English, both as a subject and a medium of instruction. Internship abroad tend to contribute to the holistic development of a globally competent future educator. However, prior to their exposure to the country of destination, the students should be provided with opportunities to learn the culture and language of the cooperating school abroad.
Luzviminda Relon, University of Northern Philippines, Philippines