Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

2020 ◽  
Vol 19 (2) ◽  
pp. 155-171
Author(s):  
Adam Poole
Keyword(s):  
Lived Experience ◽  
Teacher Identity ◽  
International Baccalaureate ◽  
International Schools ◽  
School Teacher ◽  
A Priori ◽  
National Curriculum ◽  
International School ◽  
Interview Data ◽  
School Teachers

This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.

A study into wellbeing, student engagement and resilience in early-adolescent international school students

2021 ◽  
Vol 20 (1) ◽  
pp. 69-92
Author(s):  
Phillipa McKeering ◽  
Yoon-Suk Hwang ◽  
Clarence Ng
Keyword(s):  
International Students ◽  
International Baccalaureate ◽  
International Schools ◽  
National Curriculum ◽  
International School ◽  
Early Adolescent ◽  
School Students ◽  
Research Attention ◽  
Behavioural Engagement ◽  
Additional Support

Growth in the international school sector continues, with significant expansion of the sector in Asia. Whilst substantial research has been conducted on the adjustment experience of tertiary-aged students, limited research attention has been given to school-aged students in international schools. The environment, conditions and challenges experienced by school-aged international students can differ considerably from those of tertiary-aged international students. This can be heightened during early-adolescence with adjustment from school mobility linked to many negative developmental outcomes. The present study investigates wellbeing, engagement and resilience of 178 early-adolescent international school students (aged 10-14) from an international school in Singapore that offers the International Baccalaureate Diploma and the national curriculum of England. Results reported a positive significant association between wellbeing, engagement and resilience constructs. The study also identified demographic and mobility characteristics that were associated with lower levels of wellbeing, behavioural engagement and resilience. Findings of the study highlight a potential cohort of early-adolescent international students who could benefit from additional support.

Exploring Teacher Identity in International Schools: Key Concepts for Research

2019 ◽  
Vol 18 (2) ◽  
pp. 125-141
Author(s):  
Lucy Bailey ◽  
Lucy Cooker
Keyword(s):  
Teacher Identity ◽  
International Schools ◽  
International School ◽  
Structured Interviews ◽  
School Teachers ◽  
Teacher Shortages ◽  
Key Concepts ◽  
Postgraduate Studies ◽  
Key Aspects

This paper explores the identity of teachers in international schools who are embarking on postgraduate studies in education. Based on semi-structured interviews with 20 teachers starting an international qualification, it establishes key aspects of their identity and notes that they feel distinct from teaching professionals in their passport countries. From this discussion, a tool-box of concepts for understanding the identity of international school teachers is suggested, together with a typology of international school teachers echoing Hayden & Thompson’s (2013) typology of international schools. It is suggested that these concepts require further exploration and empirical substantiation in order both to understand their implications for addressing teacher shortages and to understand the knowledge, skills and attitudes that teachers with non-conventional qualifications and backgrounds may offer to schools.

I am an internationalising teacher

2019 ◽  
Vol 21 (1) ◽  
pp. 31-45
Author(s):  
Adam Poole
Keyword(s):  
International Education ◽  
Teacher Identity ◽  
International Schools ◽  
International School ◽  
Content Type ◽  
Education Literature ◽  
Chinese Perspective ◽  
Type C ◽  
International Teacher ◽  
Gain Access

Purpose This paper was written in response to the tendency for the international education literature to position the international teacher in essentialist and western-centric terms. The international school landscape has changed significantly in the last 20 years, leading to the rise of type C non-traditional international schools, which requires a reconceptualisation of the international teacher. The purpose of this paper is to explore how a Chinese English teacher (Daisy) in an internationalised school in Shanghai constructed her identity as an international teacher. Design/methodology/approach This paper drew upon concepts from the teacher identity literature in order to construct a comparative conceptual framework comprised of personal, professional and cross-cultural domains of experience. Commensurate with this framework, in-depth phenomenological interviewing and member-checking were utilised in order to gain access to the participant’s lived experiences. Member-checking and data analysis became a dialogic and recursive process in which rapport was continually maintained and strengthened through the sharing of raw and analysed data, with additional comments and suggestions being fed back into an emerging interpretation in order to generate more data and enhance validity. Findings The findings highlighted how Daisy was active in not only constructing her identity as an international educator but also mobilising this identity to challenge the western-centric nature of international education. The findings also revealed moments of discursive dissonance. Daisy simultaneously constructed an identity as an “internationalising” teacher, but was also constructed as an international teacher through a discourse that presented international education as constructivist, and therefore western-centric, in nature. Implications and recommendations are made for practice and research based on these findings. Originality/value This paper offers an alternative perspective on the international teacher experience, which continues to be western-centric in focus, by exploring the development of an international teacher identity from a Chinese perspective.

scholarly journals Understanding EAL: International Secondary School Teachers’ Experiences and Attitudes in Ukraine and Eastern Europe

2021 ◽  
pp. 147524092110337
Author(s):  
James Spencer
Keyword(s):  
Secondary School ◽  
Eastern Europe ◽  
International Baccalaureate ◽  
English Language ◽  
Secondary School Teachers ◽  
International Schools ◽  
School Teachers ◽  
Collaborative Relationships ◽  
Mainstream Teachers ◽  
Teachers Attitudes

This article highlights the need to understand mainstream international secondary school teachers’ attitudes to and experiences of accommodating English as an Additional Language (EAL) learners, and what current collaborative relationships there are between mainstream and EAL teachers in terms of co-teaching and co-planning. The article draws on data collected from a questionnaire sent to secondary teachers at an international school in a major city in Ukraine and to other international schools that offer International Baccalaureate programmes in Eastern Europe. The questionnaire investigated English language training in education, attitudes to EAL in mainstream subjects and participants’ collaboration with EAL teachers. Further follow-up qualitative data collected from a focus group in the school in Ukraine investigated the topics of competencies, responsibilities and collaboration with respect to EAL in the mainstream classroom. Building on this data, the discussion ultimately focuses on the challenges for mainstream teachers and how collaboration with EAL teachers is often confused and lacks definition in terms of current practice and ways forward. Recommendations for next steps of research are made.

scholarly journals Recruitment and Retention of International School Teachers in Remote Archipelagic Countries: The Fiji Experience

2019 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Social Cognitive ◽  
International Schools ◽  
Large Population ◽  
Teaching Experience ◽  
International School ◽  
School Teachers ◽  
Managerial Styles ◽  
The Social ◽  
Negative Leadership

In current school environments, teacher recruitment, turnover, and retention present significant problems, particularly for rural and remote international schools in archipelagic countries. Employing the Social Cognitive Career Theory (SCCT), this study analyzed international school teachers with teaching experience at a Fijian international school about their career development, retention ideas, and the decision of teaching service. As there is not a large population of international school teachers in archipelagic countries due to the unique environment of the school and country, the researcher employed the Interpretative Phenomenological Analysis (IPA) to better understand six international school teachers who have taught and are teaching at one of the Fijian international schools. The study categorized two directions for leaving and staying at a remote location. Participants indicated that the managerial styles, negative leadership, and limited social networking were the most significant challenges while respectfulness and simple living style were the most significant advantages of their Fijian teaching experience. As this study mainly focused on the issues for rural, remote, and archipelagic countries, the result of this study serves as one of the first blueprints for organizational leaders in those regions to improve their management styles in order to recruit and retain their skillful professionals.

scholarly journals From Exposition to Adaptation: The Lived Experience of Filipino Educators Working in an International School Setting, A Phenomenology

2020 ◽  
Author(s):  
AISDL
Keyword(s):  
Lived Experience ◽  
International Schools ◽  
School Setting ◽  
Phenomenological Research ◽  
International School ◽  
Coping Mechanisms ◽  
Central Question ◽  
Multicultural Classroom ◽  
International Setting ◽  
Phenomenological Research Design

Background: An OFW is defined as a Filipino citizen who is living and working in another country. The researchers interviewed several Filipino educators working in a different setting, such as international schools wherein the population of the students is mainly composed of different nationalities. Method: A phenomenological research design was done in this qualitative study to understand the adapting skills of Filipino educators in an international setting, relative to the central question: “What are the different work practices and challenges faced by Filipino Educators in Qatar who are employed in an international school?”. Findings: The study revolved around the different behaviors that the Filipino educators encountered while working in a multicultural classroom. The study revealed the different coping mechanisms that Filipino educators had to use for them to adjust to the work environment, which includes not only problems with the students but also problems encountered with co-workers and parents of the students with different nationalities. Conclusion: The challenges that Filipino educators face influenced their capability to adjust to their new life. Recommendations: To fill the gap of this study, the paper suggest to have a much more specific questions such as job satisfaction and future intentions of the Filipino educators.

scholarly journals PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN EKONOMI UNTUK MENYIAPKAN GURU PROFESIONAL DI SEKOLAH BERTARAF INTERNASIONAL

2013 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Dadang Dahlan ◽  
Neti Budiwati ◽  
Susanti Kurniawati
Keyword(s):  
Curriculum Design ◽  
Teacher Candidates ◽  
International Schools ◽  
Developed Countries ◽  
International School ◽  
Economic Education ◽  
Survey Method ◽  
Global Level ◽  
School Teachers ◽  
Competency Based

This study begins with a consideration of future challenges related to the need for international school teachers (SBI), which raises the question of how to design curriculum with competency-based approach in order to produce the teacher candidates that suit the needs of teachers in international schools (SBI )? The research objective is to be able to: 1) generate a description of strengths and weaknesses of curriculum designs that are being used; 2) produce a description of the implementation of a curriculum that is being implemented; and 3) produce a description of the competency standard (SKL) economics teacher candidates for international school (SBI) .The study was designed for 2 years using Research and Development, for the first year of this descriptive survey method, using the techniques of data collection in the form of documentation, questionnaires and interviews. The source data consists of lecturers, teachers, students and alumni who work at the international school (SBI).  Among other results it was found that department of Economic Education curriculum has weaknesses and strengths. Weaknesses include a) the design curriculum not in accordance with the need to generate international school teachers (SBI); b) the design of the curriculum have not loaded the competencies required of graduates to compete at a global level; c) curriculum design has not adopted the curriculum developed countries that excel in the field of education. While its power is a) curriculum design approach based on scientific disciplines (content based); b) curriculum has been outlined in the syllabus and SAP; and c) curriculum design is flexible. Judging from the implementation of the curriculum, that has not been implemented based learning competency-based curriculum (KBK), but from the aspect of SBI implementation of curriculum-based learning (learning) already contains the necessary aspects of learning in SBI. Starting from the results of this study suggested: in the face of global challenges of the department of  Economic Education is necessary to develop future curriculum design based CBC is consistently (consistently); implementation of the curriculum / learning must use a variety of approaches as expected by the curriculum, as well as to develop a curriculum thatcompliance-oriented international school teachers (SBI) must be rejected on the dotted-oriented curriculum development competency standards (SKL), which allows graduates can work in SBI and compete at a global level. Keywords: curriculum designs, competency-based, economic education

scholarly journals In Search of the Ideal Tool for International School Teachers to Increase their Global Competency: An Action Research Analysis of the Global Competency Learning Continuum

2020 ◽  
Vol 19 (1) ◽  
pp. 23-37
Author(s):  
Adam Carter
Keyword(s):  
Public Schools ◽  
International Schools ◽  
Educational Institution ◽  
International School ◽  
Global Knowledge ◽  
School Teachers ◽  
Global Competency ◽  
Intercultural Skills ◽  
New Instrument ◽  
Resource Library

It is clear that if international school teachers are to be able to properly prepare students for a 21st century globalized workplace, they must first develop the global competence and intercultural skills needed to implement their students’ development of global knowledge, skills and attitudes. Unfortunately, in many public schools and international schools, teachers do not possess the global competency needed to do so effectively. Since it can be expensive and ambitious to instill global competency in teachers on a school-wide, district-wide or nation-wide level, it may be more feasible for individual teachers to address their global competency deficit and take the necessary steps to improve it. There are several tools that can be used by individual teachers seeking to improve the awareness, skills and dispositions needed to become a truly globally competent teacher. This study focused on an innovative new tool, the Global Competency Learning Continuum (GCLC), which was designed for teachers and offers a resource library to help teachers address their shortcomings in twelve different levels of global competency. The research sought to ascertain whether the Global Competency Learning Continuum is an appropriate tool for international school teachers to use to assess and improve their global competency – or if there is a demand for an entirely new instrument that is more applicable to international school teachers. After reviewing research from surveys of international teachers, the data indicates that the Global Competency Learning Continuum is a promising and effective tool for use by international school teachers. It is the only tool designed specifically for teachers by a highly-respected educational institution, is free of charge and offers a valuable trove of resources for teachers who wish to actively improve their global competency.

Moving from elite international schools to the world’s elite universities

2016 ◽  
Vol 18 (2) ◽  
pp. 120-136 ◽  
Author(s):  
Moosung Lee ◽  
Ewan Wright
Keyword(s):  
International Student ◽  
International Baccalaureate ◽  
International Schools ◽  
Student Mobility ◽  
Social Contexts ◽  
Critical Discussion ◽  
Interview Data ◽  
International Student Mobility ◽  
Content Type ◽  
Elite Schools

Purpose – The purpose of this paper is to explore how elite International Baccalaureate Diploma Programme (IBDP) schools in China function as a channel for international student mobility to leading universities around the world. Design/methodology/approach – To achieve this, the authors conducted a mixed-methods study combining quantitative analysis of 1,622 students’ university destinations and qualitative analysis of interview data from five high performing and high tuition fee IBDP schools in China. Findings – Results indicate that the IBDP in China can be conducive to a form of “elite international student mobility” for some students with 30 percent of participants attending one of the top 50 ranked universities globally. As an explanation, interview data points to the strong reputation of the program, the provision of structured opportunities for students to demonstrate “additional skills,” and the abundant resources of elite schools. Originality/value – The authors provide a critical discussion about the implications of the IBDP’s function for “elite international student mobility” in connection with social contexts surrounding these international International Baccalaureate schools in China. In so doing, the discussion tackles two issues from a critical perspective: the role elite international schools in accelerating educational inequalities and challenges to authentic learning experience when elite schools play the “university admissions game.”

Leadership of international schools and the International Baccalaureate learner profile

2018 ◽  
Vol 47 (5) ◽  
pp. 766-784 ◽  
Author(s):  
Alexander Gardner-McTaggart
Keyword(s):  
International Baccalaureate ◽  
International Schools ◽  
International School ◽  
School Life ◽  
Individual Values ◽  
Interpretive Study ◽  
Learner Profile ◽  
Critical Phenomenology ◽  
Status Analysis ◽  
Change Culture

Purpose:this study offers a rare insight into senior leadership in International Baccalaureate (IB) international schools. The IB international school profits from the perceived quality and consistency of the IB brand; international schools, however, suffer from an endemic culture of change and reinterpretation. The IB learner profile (IBLP) offers scope for consistency and an overarching ethos, and research finds that ‘buy-in’ to the IBLP and modelling of it in all aspects of school life are essential in achieving this. It emerges that buy-in to the IBLP in directors is split between the personal and the operational.Research method:This interpretive study explores IB directors in multiphase research over two years employing an aspect of critical phenomenology through the lens of the IBLP and Global Citizenship Education (GCE).Findings:Only one in six directors uses the IBLP in leadership. Generally, directors attribute the IBLP a junior status. Analysis through Bourdieu finds IB directors have higher loyalty to (loosely defined) GCE through their Christian values. A foregrounding of individual values over the secular IBLP places IB directors as primary catalysts for the change culture unravelling the consistency of the IB international school, confirming the value of the IBLP in leadership.

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