Mutia Hasymi, Nunung Suryati, Mala Rovikasari, Ridho Praja Dinata, Celiacika Gustisiwi Puteri, Sri Wahyuningsih
Globalization demands educators understand English as a dynamic, diverse language across global contexts. This autoethnographic study examines an Indonesian pre-service English teacher’s intercultural competence development through collaborative teaching with UK and Algerian peers in Morocco. The six-week practicum involved teaching English to orphans with diverse educational backgrounds. Analysis of personal journals, reflective essays, teaching artifacts, and peer debriefing sessions revealed that collaborative teaching significantly enhanced intercultural competence across Byram’s five dimensions, particularly through navigating linguistic barriers, diverse teaching approaches, and cultural differences. Despite challenges including language barriers and lack of preparatory structure, the experience fostered innovative teaching strategies and deeper cultural understanding. Findings suggest that structured collaborative teaching in international contexts can accelerate intercultural development, highlighting the need for teacher education programs to prioritize diverse teaching teams, regular reflective practices, and structured support in multicultural settings. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Universitas Negeri Malang, Malang, Indonesia
