| dc.description.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. | en_US |
