Understanding Teacher Identity as an International Teacher: An Autoethnographic Approach to (Developing) Reflective Practice

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2021-04-01 DOI:10.1177/14752409211005380
Julia Sahling, Roussel De Carvalho
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引用次数: 9

Abstract

The teaching profession in England and Wales has been experiencing a steady decline in its workforce, with a significant number of teachers making the decision to move abroad and teach in international schools. Teachers cite working conditions, institutional pressures and pay and conditions at home as reasons to seek employment elsewhere. Meanwhile, exploring teachers’ experiences of teaching abroad is a relatively new area of research. The growth of international schools from 1964, when there were only around 50 such schools, to 2017, with over 8,000 international schools and some 420,000 teachers, indicates a need to understand teachers’ personal and professional experiences as they navigate these different contexts. This research presents a small case study of how autoethnography can be used as a methodological tool to support international teachers in revealing changes in their teacher identity, as well as promoting the development of their sense of self-efficacy within different sociocultural school contexts. Through Julia Sahling’s autoethnographic study, this paper explores how teachers may be able to actively engage in critical reflective practice in order better to understand these dynamic transitions, as well as the implications of teaching in multiple international contexts.
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理解教师作为国际教师的身份:一种发展反思实践的自我民族志方法
英格兰和威尔士的教师队伍一直在稳步下降,大量教师决定移居国外,在国际学校任教。教师们将工作条件、机构压力、国内薪酬和条件作为到其他地方找工作的理由。同时,探索教师的海外教学经验是一个相对较新的研究领域。从1964年只有大约50所这样的学校,到2017年有8000多所国际学校和大约42万名教师,国际学校的发展表明,在教师驾驭这些不同的环境时,需要了解他们的个人和职业经历。本研究提供了一个小案例研究,探讨如何将民族志作为一种方法论工具,支持国际教师揭示其教师身份的变化,并在不同的社会文化学校背景下促进其自我效能感的发展。通过Julia Sahling的民族志研究,本文探讨了教师如何能够积极参与批判性反思实践,以更好地理解这些动态转变,以及在多种国际背景下教学的意义。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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