Enhancing Communication Competence in International Pre-service Teachers: Insights from a Practice-led Placement Preparation Program

Abstract

Communication skills in school and classroom contexts are central to teaching success. However, international pre-service teachers often face challenges in developing both verbal and non-verbal competence during professional placements due to linguistic, cultural, and pedagogical differences. This paper reports on the International Student Pre-service Teacher Placement Preparation Program, a practice-led initiative designed to support first-year Master of Teaching (Secondary) international pre-service teachers in building communication skills. The Program comprised seven weekly workshops integrating structured presentations, collaborative activities, and peer mentoring. Data were collected through weekly online surveys (289 responses from 81 unique participants) and four post-program focus groups (16 participants. Quantitative findings indicate that consistent workshop participation was associated with higher confidence in classroom communication, while qualitative findings highlight improvements in verbal skills (e.g., tone, pace, clarity), non-verbal skills (e.g., gesture, eye contact, posture), and professional relationship-building. Participants emphasised the value of sustained support from peer mentors and teacher educators while highlighting the challenges of classroom management and cultural adaptation. The study concludes with recommendations for embedding communication skill development throughout professional experience courses and fostering institutional structures that support international students’ professional confidence, with potential applicability across other professional disciplines such as nursing, social work, medicine, counselling, and accountancy.