Chinese international pre-service teachers’ negotiation of professional experience in Australian Early Childhood Education

This thesis explores Chinese international undergraduate pre-service teachers’ (PSTs) professional experience (PE) in Australian Early Childhood educational settings. The findings from this qualitative study shows that Chinese international PSTs experienced English language and cultural challenges before and during their professional experience. The implications of this study highlight the importance of providing effective support to establish an inclusive PE learning community for international PSTs as well as recognising the linguistic and cultural resources that they bring to the Australian ECE contexts.