International teaching experiences, even if short-termed, are great opportunities for student teachers to challenge their assumptions and scrutinise their beliefs, to discover different ways of approaching teaching and learning, and to better understand their own education system through a global education lens. They offer student teachers the context to develop their teaching competencies and serve as the milieu to crystallise their teacher identity and build a more global mental schema of teaching. This exploratory study examines how the National Institute of Education, Singapore, strived to broaden student teachers’ perspective by providing them with the opportunity to do their teaching assistantship overseas. Specifically, the inquiry question of the study was to find out what student teachers learned during their international teaching assistantship. To answer the inquiry question, reflective journals of 13 student teachers who participated in 5-week international teaching assistantship in Denmark (n = 5), Sweden (n = 4) and the United States of America (US) (n = 4) were analysed. Thematic analysis was used to identify, analyse, and report themes that emerged from the qualitative data. The themes were coded as “connection to a wider world (sub-themes: culture awareness, alternative viewpoints, global education lens)”, “observations of the school (sub-themes: class size and composition, learning assessment, technology integration)”, “professional growth (sub-themes: teacher as facilitator, understanding class profile, classroom management practices)”, and “personal growth (sub-themes: overcoming personal limitations, greater flexibility and willingness to change)”. Despite the student teachers in Denmark and Sweden facing language barrier challenges, the results indicate that all the student teachers benefited immensely from the experience. They developed broader perspectives of societies and education, made important observations of the schools, and grew professionally and personally. They noted that although there were differences in the different education systems, there were similarities in the role of teacher as facilitator, as well as curriculum goals and pedagogical approaches. They had greater appreciation of their roles as teachers and the importance of knowing their students. They overcame personal limitations and became more flexible and open to changes. The article concludes with suggestions on how to improve such experiences to enhance the growth and cross-cultural competency of student teachers.

国际教学经验，即使是短期的，也是学生教师挑战自己的假设和审视自己的信念、发现不同的教学和学习方式以及通过全球教育视角更好地了解自己的教育体系的绝佳机会。它们为学生教师提供了发展他们的教学能力的背景，并作为环境来明确他们的教师身份并建立一个更加全球化的教学思维模式。这项探索性研究考察了新加坡国立教育学院如何通过为学生提供在海外担任助教的机会来努力拓宽学生教师的视野。具体来说，该研究的探究问题是找出学生教师在担任国际助教期间学到了什么。为回答提问，13位在丹麦参加为期5周的国际助教的学生教师反思性期刊（n  = 5)、瑞典 ( n  = 4) 和美利坚合众国 (US) ( n = 4) 进行了分析。主题分析用于识别、分析和报告从定性数据中出现的主题。主题被编码为“与更广阔世界的联系（分主题：文化意识、另类观点、全球教育视角）”、“对学校的观察（分主题：班级规模和组成、学习评估、技术整合）” 、“专业成长（分主题：教师作为促进者、了解班级概况、课堂管理实践）”和“个人成长（分主题：克服个人局限、更大的灵活性和改变的意愿）”。尽管丹麦和瑞典的学生教师面临语言障碍挑战，但结果表明所有学生教师都从这次经历中受益匪浅。他们开拓了更广阔的社会和教育视野，对学校进行了重要观察，并在专业和个人方面取得了进步。他们指出，虽然不同的教育体系存在差异，但教师作为促进者的角色、课程目标和教学方法也有相似之处。他们更加了解自己作为教师的角色以及了解学生的重要性。他们克服了个人的局限，变得更加灵活和乐于接受变化。文章最后就如何改善这种体验以促进学生教师的成长和跨文化能力提出了建议。以及课程目标和教学方法。他们更加了解自己作为教师的角色以及了解学生的重要性。他们克服了个人的限制，变得更加灵活和乐于接受变化。文章最后就如何改善这种体验以促进学生教师的成长和跨文化能力提出了建议。以及课程目标和教学方法。他们更加了解自己作为教师的角色以及了解学生的重要性。他们克服了个人的限制，变得更加灵活和乐于接受变化。文章最后就如何改善这种体验以促进学生教师的成长和跨文化能力提出了建议。