For Sarah McQuoid, a final year Education student and member of the Educators Abroad program at Queen’s University, there is no better path to follow than the everlasting path of an explorer. “Learning about other people, learning about other cultures…” Sarah marvels. “It gives you a broader scope. I envision myself being able to see the world – see all these beautiful cultures and different kinds of people.” Sarah’s goal from the very beginning has been to work internationally. So, when Sarah received a welcome to teach abroad in Sundsvall, Sweden for her alternative practicum placement, she was overcome with excitement.
Internationella Engelska Skolan Sundsvall is a bilingual public school for students in year three to nine – it provides English instruction of Swedish content and learning materials. “When Sundsvall came in and spoke to us in the Educators Abroad program…the sense of community the representatives were sharing with us was just incredible,” Sarah remembers. “The amount of support the school gives you when you are a teacher applying to go work there is just so moving. They'll help you get set up. They'll take you shopping to get your furniture if you need it. They'll help you with groceries. They'll pick you up from the train station. They'll guide you along every step of the way. And then within the school itself, they do a whole bunch of little things that make you feel incredibly supported as a staff member.”
The strength of the staff community at Sundsvall left a lasting impression on Sarah. She fondly recalls the regular coffee hours in which staff spent time together, the partnerships in which staff members were paired to share and develop resources together, and the cultural celebrations teachers planned to make non-Swedish teachers feel at home. ”It was really awesome to feel like I wasn’t just an employee, but a friend,” Sarah says. “To know I wouldn’t be alone.”
The spirit of community at Sundsvall extends beyond educators and sparkles all throughout the school. “They have breakfast and lunch at the school, for students as well as staff, and they request that the staff eat with the students,” Sarah shares. The school also fosters community spirit through school houses, for which students are eager to gain points. Luckily, the school is abuzz with opportunities: students can participate in mini games, challenges, and nominations for “superstars” – awards for students who have demonstrated outstanding support of their community.
Needless to say, Sarah was surrounded with warmth and support as she stepped into the school as a year eight and nine English teacher – equivalent to Ontario’s ninth and tenth grades. She was fascinated by the differences between school in Ontario and school in Northeast Sweden. “It's not like you're dropped in an Ontario high school that happens to be located in another country,” she explains. “It's completely different. You need to adjust your teaching style to the
different curriculum, the way the school is set up, and all the cultural factors around you.”
Sarah was introduced to exciting new educational opportunities and approaches she had never seen before, many of which helped the students develop practical life skills. Some of her youngest students participated in “work week,” during which they excitedly set off into the workforce, inviting teachers to come by and visit. Home economics classes held “Master Chef” competitions, in which teachers signed up as judges to taste students’ cooking creations. As a big clock counted down, students had fun working together to perfect the taste and presentation of their dishes. “They would try to find their way in nature; they would learn woodworking…” Sarah continues. “It was really interesting to see all the different skills they were building.”
In Sundsvall’s English department, Sarah took a holistic approach as a teacher. “It was more about being able to engage with the story itself versus the structural approach we tend to do in Ontario,” Sarah explains. “It was very discussion-based, with a focus on the meaning of the story.” One of Sarah’s favourite memories at Sundsvall was organizing a debate with her year eight students about the presentation of heroism in The Outsiders by S. E. Hinton. “I think it was my most valuable moment because I took a risk, and the students also took a risk,” she reflects.
Sarah was filled with pride as she watched her students dive into the debate. “What was amazing to see is that these kids were taking their roles so seriously,” Sarah smiles. “The judges were sitting up at the judging table looking at the people working, and they were whispering to their partners, using a pen to point. They became the observers, and they saw the effectiveness of their classmates’ strategies. And the kids debating really leaned into it and took on these personas. They'd walk up and they'd be like ‘judges, come on.’ It was funny because it turned into a smear campaign of the characters slightly, but they really bought into it. It left them with this overall question of, ‘what is a hero?’” Sarah was amazed by the sight of her students taking charge of their own learning, listening actively, and using
evidence from the text. “It came to a point where I was like, ‘I don't even care if you did it in a way that I wasn't expecting. I care you were having fun.’”
Hand in hand with the gratitude Sarah felt toward the Sundsvall staff and students for her positive experience, Sarah felt incredibly thankful for her teaching assistant from the Educators Abroad program at Queen’s. “Erica came up with this beautiful assignment called ‘Day in the Life,’” Sarah describes. “We had to film a vlog on our day in the life and be like, ‘Hey guys, like, welcome to my pad. This is how I get up in the morning. This is what I do.’” Sarah expresses the joy that came with filming her practicum experience and crafting the final product. She recalls her instructions to “‘just take the videos, take the photos. Put it together later.” With the freedom to delve into her experience and document it without a strict time limit, Sarah was able to embrace her adventure with open arms. “I had such a blast,” she smiles.
To future students embarking on their alternative practicum journeys, Sarah has two pieces of advice: find a place that connects with who you are, and remove any and all expectations you have. “Get rid of what you think it's going to be and just take in the experience,” Sarah says, “especially in the Educators Abroad program. With an open heart and an open mind, perhaps you will be the next teacher candidate to find a second home across the ocean.
About the Author
Juliette Silveira is a final year Education student at Queen’s University. In 2024, she completed her Bachelor of Arts (Honours) Degree at Queen’s University with a Minor in Dramatic Arts and a Major in English Language & Literature. In July 2025, she will complete her Bachelor of Education degree through the Concurrent Education program. Juliette has spent her time at Queen’s learning to become an Intermediate/Senior Drama and English teacher, and she has focused on Indigenous teacher education through the ITEP program. Passionate about cultivating students’ creativity and critical thinking, Juliette is eager to bring her experience as an actress, musical theatre teacher, creative writer, and literary analyst into her classroom.