Matthew Winslade is Associate Dean, Research at Charles Sturt University, Australia. With 20+ years’ teaching experience, he’s co-authored six books and led over 20 international student programs.Lana McCarthy is Chair of Discipline, Secondary Education and Senior Lecturer at Southern Cross University, Australia. She has taught in New Zealand and Australia and authored a book on netball leadership and team culture.Wendy Boyd is Associate Dean, Education at Southern Cross University, Australia. Her research focuses on quality teaching, policy impact, and leading cultural immersion programs in Southeast Asia since 2016.Sam Bowker is Sub-Dean, Research at Charles Sturt University, Australia. He specializes in Islamic art, co-authored The Tentmakers of Cairo, and co-edited Deconstructing the Myths of Islamic Art.

• 1. Why this book is important.- 2. Introduction.- Section 1. Setting the scene.- 3. The role of international placements in teacher education programs.- 4. The philosophical and contextual underpinnings of international immersion programs, successes, and failures.- 5. The value of international placements in supporting cultural understanding  - a review of the literature.- 6. Embedding Research Outcomes within International Engagement.- 7. Growing APPLES: an exploration of the arrangements that enabled and constrained collaborative relationships between university-based research groups in Australia and Sweden.- 8. Igniting the spark: The role of innovative partnerships in supporting quality graduates.- 9. “… so out of my comfort zone!”: Learning how to be in a community of practice.- 10. Broadening the academics’ perspectives for teaching diversity.- 11. Bringing the learning home: Exploring the impact of International professional experience.- Section 2. Case Studies in international immersion.- 12. Initial teacher education, applied pedagogical knowledge, and targeted capacity establishment of the future teaching workforce: An international study.- 13. Establishing and implementing an international focused school-university partnership – stakeholder perceptions.- 14. An international perspective to professional experience: a collaboration between an Australian and South Korean initial education provider.- 15. How a short term international cultural and education immersion program can impact the cultural understandings of Australian preservice teachers.- 1.6 Immersions in Islamic Art: The Malaysian Expeditions, 2017-2018.- 17. Dynamics Between Australian Physical Education Pre-service Teachers and Host Communities in Asian Schools – A Social Exchange Perspective.- 18. ‘Reverse immersion’: international students visiting Australia.- 19. “The Awakening”: Australian pre-service teachers’ reflections on their experiences of an international immersion experience 12 months later.- 20. Exploring the use of virtual observation supporting pre-service teachers on school placement in Ireland and Australia.- 21. Learning together: Reflections on how Australian University students work in Cambodian schools builds personal and professional capabilities.- 22. What I wish I knew before I left: A collective piece of work capturing the voices of many of the authors and international program leads.- 23. Conclusions and synthesis of chapters - Matthew Winslade, Lana McCarthy, Wendy Boyd, Sam Bowker.

Matthew Winslade is Associate Dean, Research at Charles Sturt University, Australia. With 20+ years’ teaching experience, he’s co-authored six books and led over 20 international student programs.Lana McCarthy is Chair of Discipline, Secondary Education and Senior Lecturer at Southern Cross University, Australia. She has taught in New Zealand and Australia and authored a book on netball leadership and team culture.Wendy Boyd is Associate Dean, Education at Southern Cross University, Australia. Her research focuses on quality teaching, policy impact, and leading cultural immersion programs in Southeast Asia since 2016.Sam Bowker is Sub-Dean, Research at Charles Sturt University, Australia. He specializes in Islamic art, co-authored The Tentmakers of Cairo, and co-edited Deconstructing the Myths of Islamic Art.

• 1. Why this book is important.- 2. Introduction.- Section 1. Setting the scene.- 3. The role of international placements in teacher education programs.- 4. The philosophical and contextual underpinnings of international immersion programs, successes, and failures.- 5. The value of international placements in supporting cultural understanding  - a review of the literature.- 6. Embedding Research Outcomes within International Engagement.- 7. Growing APPLES: an exploration of the arrangements that enabled and constrained collaborative relationships between university-based research groups in Australia and Sweden.- 8. Igniting the spark: The role of innovative partnerships in supporting quality graduates.- 9. “… so out of my comfort zone!”: Learning how to be in a community of practice.- 10. Broadening the academics’ perspectives for teaching diversity.- 11. Bringing the learning home: Exploring the impact of International professional experience.- Section 2. Case Studies in international immersion.- 12. Initial teacher education, applied pedagogical knowledge, and targeted capacity establishment of the future teaching workforce: An international study.- 13. Establishing and implementing an international focused school-university partnership – stakeholder perceptions.- 14. An international perspective to professional experience: a collaboration between an Australian and South Korean initial education provider.- 15. How a short term international cultural and education immersion program can impact the cultural understandings of Australian preservice teachers.- 1.6 Immersions in Islamic Art: The Malaysian Expeditions, 2017-2018.- 17. Dynamics Between Australian Physical Education Pre-service Teachers and Host Communities in Asian Schools – A Social Exchange Perspective.- 18. ‘Reverse immersion’: international students visiting Australia.- 19. “The Awakening”: Australian pre-service teachers’ reflections on their experiences of an international immersion experience 12 months later.- 20. Exploring the use of virtual observation supporting pre-service teachers on school placement in Ireland and Australia.- 21. Learning together: Reflections on how Australian University students work in Cambodian schools builds personal and professional capabilities.- 22. What I wish I knew before I left: A collective piece of work capturing the voices of many of the authors and international program leads.- 23. Conclusions and synthesis of chapters - Matthew Winslade, Lana McCarthy, Wendy Boyd, Sam Bowker.

Matthew Winslade is Associate Dean, Research at Charles Sturt University, Australia. With 20+ years’ teaching experience, he’s co-authored six books and led over 20 international student programs.Lana McCarthy is Chair of Discipline, Secondary Education and Senior Lecturer at Southern Cross University, Australia. She has taught in New Zealand and Australia and authored a book on netball leadership and team culture.Wendy Boyd is Associate Dean, Education at Southern Cross University, Australia. Her research focuses on quality teaching, policy impact, and leading cultural immersion programs in Southeast Asia since 2016.Sam Bowker is Sub-Dean, Research at Charles Sturt University, Australia. He specializes in Islamic art, co-authored The Tentmakers of Cairo, and co-edited Deconstructing the Myths of Islamic Art.

• 1. Why this book is important.- 2. Introduction.- Section 1. Setting the scene.- 3. The role of international placements in teacher education programs.- 4. The philosophical and contextual underpinnings of international immersion programs, successes, and failures.- 5. The value of international placements in supporting cultural understanding  - a review of the literature.- 6. Embedding Research Outcomes within International Engagement.- 7. Growing APPLES: an exploration of the arrangements that enabled and constrained collaborative relationships between university-based research groups in Australia and Sweden.- 8. Igniting the spark: The role of innovative partnerships in supporting quality graduates.- 9. “… so out of my comfort zone!”: Learning how to be in a community of practice.- 10. Broadening the academics’ perspectives for teaching diversity.- 11. Bringing the learning home: Exploring the impact of International professional experience.- Section 2. Case Studies in international immersion.- 12. Initial teacher education, applied pedagogical knowledge, and targeted capacity establishment of the future teaching workforce: An international study.- 13. Establishing and implementing an international focused school-university partnership – stakeholder perceptions.- 14. An international perspective to professional experience: a collaboration between an Australian and South Korean initial education provider.- 15. How a short term international cultural and education immersion program can impact the cultural understandings of Australian preservice teachers.- 1.6 Immersions in Islamic Art: The Malaysian Expeditions, 2017-2018.- 17. Dynamics Between Australian Physical Education Pre-service Teachers and Host Communities in Asian Schools – A Social Exchange Perspective.- 18. ‘Reverse immersion’: international students visiting Australia.- 19. “The Awakening”: Australian pre-service teachers’ reflections on their experiences of an international immersion experience 12 months later.- 20. Exploring the use of virtual observation supporting pre-service teachers on school placement in Ireland and Australia.- 21. Learning together: Reflections on how Australian University students work in Cambodian schools builds personal and professional capabilities.- 22. What I wish I knew before I left: A collective piece of work capturing the voices of many of the authors and international program leads.- 23. Conclusions and synthesis of chapters - Matthew Winslade, Lana McCarthy, Wendy Boyd, Sam Bowker.