Pub Date : 2021-11-20DOI: 10.1177/14752409211059274
Hendra Y. Agustian
Although the underlying principles and the founding history of international schools supposedly advocate the notions of providing equal opportunities, catering for diversity, and promoting global citizenship, the dimensions of inclusive education might not be self-evident. Findings from this qualitative case study show that the understanding of inclusion in the context of international schools goes beyond disabilities and special education needs. Several approaches to evolving inclusive practice are highlighted. However, there are tensions between different stakeholders of international schools in defining inclusion; between the rhetoric of inclusion found in school documents and the reality, and between the original philosophy of international education and schools’ admission policies.
{"title":"Investigating inclusive practice in international schooling: a case study of two schools","authors":"Hendra Y. Agustian","doi":"10.1177/14752409211059274","DOIUrl":"https://doi.org/10.1177/14752409211059274","url":null,"abstract":"Although the underlying principles and the founding history of international schools supposedly advocate the notions of providing equal opportunities, catering for diversity, and promoting global citizenship, the dimensions of inclusive education might not be self-evident. Findings from this qualitative case study show that the understanding of inclusion in the context of international schools goes beyond disabilities and special education needs. Several approaches to evolving inclusive practice are highlighted. However, there are tensions between different stakeholders of international schools in defining inclusion; between the rhetoric of inclusion found in school documents and the reality, and between the original philosophy of international education and schools’ admission policies.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46469230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-20DOI: 10.1177/14752409211060137
James S. Budrow
This paper examines the experiences of three Canadian teachers beginning their formal careers in international schools. International mindedness is taken up as a sensitivity that international schoolteachers both bring to their international teaching assignments and further develop in the transnational spaces of international schools. As such, the internationally minded teacher is able to respond and learn from the intercultural complexities of teaching and living overseas. Findings suggest some elements of international mindedness are more readily appreciated and practiced by these novice teachers while others require greater awareness and effort to attain. The findings also suggest that ‘cosmopolitan learning’ (Rizvi, 2009), foregrounding the importance of critically reflecting upon one’s ‘locatedness’ in the world, represents a generative orientation for teachers wanting to deepen their international mindedness.
{"title":"Being and becoming internationally minded: Snapshots of novice Canadian teachers in international schools","authors":"James S. Budrow","doi":"10.1177/14752409211060137","DOIUrl":"https://doi.org/10.1177/14752409211060137","url":null,"abstract":"This paper examines the experiences of three Canadian teachers beginning their formal careers in international schools. International mindedness is taken up as a sensitivity that international schoolteachers both bring to their international teaching assignments and further develop in the transnational spaces of international schools. As such, the internationally minded teacher is able to respond and learn from the intercultural complexities of teaching and living overseas. Findings suggest some elements of international mindedness are more readily appreciated and practiced by these novice teachers while others require greater awareness and effort to attain. The findings also suggest that ‘cosmopolitan learning’ (Rizvi, 2009), foregrounding the importance of critically reflecting upon one’s ‘locatedness’ in the world, represents a generative orientation for teachers wanting to deepen their international mindedness.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47983461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1177/14752409211032531
D. Fisher
Research into what is effective leadership in different cultures provides guidance for leaders moving from one culture to another (House et al, 2014). There is a paucity of empirical research into how culture impacts effective educational leadership in culturally diverse communities, which provides the direction and focus for this study. The cultural backgrounds of staff can impact what they expect about i) how leaders communicate, ii) what actions help build trust and collaboration and iii) how decisions can or should be made (Hofstede, 1991; Meyer, 2014). This study analyses the extent to which school leaders adapt their behaviours in response to the cultures of their staff. Findings suggest that leaders in schools do adapt their actions, most often using different communication styles but also methods of building collaboration and trust, and decision-making structures. Culture impacts what are effective leadership practices (Dorfman et al, 2012) and educational leaders need to understand these potential impacts if they work in culturally diverse communities. This is important to consider for school leaders and leadership preparation programmes.
{"title":"Educational Leadership and the Impact of Societal Culture on Effective Practices","authors":"D. Fisher","doi":"10.1177/14752409211032531","DOIUrl":"https://doi.org/10.1177/14752409211032531","url":null,"abstract":"Research into what is effective leadership in different cultures provides guidance for leaders moving from one culture to another (House et al, 2014). There is a paucity of empirical research into how culture impacts effective educational leadership in culturally diverse communities, which provides the direction and focus for this study. The cultural backgrounds of staff can impact what they expect about i) how leaders communicate, ii) what actions help build trust and collaboration and iii) how decisions can or should be made (Hofstede, 1991; Meyer, 2014). This study analyses the extent to which school leaders adapt their behaviours in response to the cultures of their staff. Findings suggest that leaders in schools do adapt their actions, most often using different communication styles but also methods of building collaboration and trust, and decision-making structures. Culture impacts what are effective leadership practices (Dorfman et al, 2012) and educational leaders need to understand these potential impacts if they work in culturally diverse communities. This is important to consider for school leaders and leadership preparation programmes.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42626475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1177/14752409211030582
Susan F. Martin
{"title":"Book Review: Is Assessment Fair?","authors":"Susan F. Martin","doi":"10.1177/14752409211030582","DOIUrl":"https://doi.org/10.1177/14752409211030582","url":null,"abstract":"","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211030582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48669827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1177/14752409211032528
N. Dulfer, Firoozeh Akhlaghi Koopaei
There is widespread acceptance of the positive impact of constructive feedback on students’ learning progress. However, few studies investigate the role of feedforward in high-stakes learning environments. This research explores feedback and feedforward practices in International Baccalaureate Diploma Programme classrooms in Hong Kong and Australia. The article analyses 18 teachers’ practices and perceptions about feedback and feedforward. The teachers’ perceptions on feedforward were analysed using a survey and semi-structured interviews, while their teaching practices were evaluated using a lesson observation instrument. Results indicated that participants were aware of the importance of providing feedforward techniques and tools in the classroom to support students in closing the gaps between their current performance and desired performance. Not all teachers, however, incorporated feedforward in all their lessons as a learning tool or differentiation strategy to enhance students’ learning experience and assessment outcomes.
{"title":"Moving from Feedback to Feedforward in IBDP classrooms","authors":"N. Dulfer, Firoozeh Akhlaghi Koopaei","doi":"10.1177/14752409211032528","DOIUrl":"https://doi.org/10.1177/14752409211032528","url":null,"abstract":"There is widespread acceptance of the positive impact of constructive feedback on students’ learning progress. However, few studies investigate the role of feedforward in high-stakes learning environments. This research explores feedback and feedforward practices in International Baccalaureate Diploma Programme classrooms in Hong Kong and Australia. The article analyses 18 teachers’ practices and perceptions about feedback and feedforward. The teachers’ perceptions on feedforward were analysed using a survey and semi-structured interviews, while their teaching practices were evaluated using a lesson observation instrument. Results indicated that participants were aware of the importance of providing feedforward techniques and tools in the classroom to support students in closing the gaps between their current performance and desired performance. Not all teachers, however, incorporated feedforward in all their lessons as a learning tool or differentiation strategy to enhance students’ learning experience and assessment outcomes.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211032528","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43770179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1177/14752409211033749
J. Spencer
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.
{"title":"Understanding EAL: International Secondary School Teachers’ Experiences and Attitudes in Ukraine and Eastern Europe","authors":"J. Spencer","doi":"10.1177/14752409211033749","DOIUrl":"https://doi.org/10.1177/14752409211033749","url":null,"abstract":"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.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211033749","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42956768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1177/14752409211032525
T. Andrews
Globalisation has become increasingly important in education, and national systems are no longer defined only by the nation-state. The role of intergovernmental organisations such as the OECD has also become increasingly important, particularly through the development of the PISA tests and the publication of international comparison tables. With a growing recognition of educating for an international and globalised future, the OECD assessed global competence for the first time in 2018, with results released in October 2020. The power that the OECD exerts over its member states, and indeed further, in the field of education through the global competence assessment demonstrates social reproduction. This article examines the OECD’s 2018 Global Competence Framework from a Bourdieusian perspective. An analysis is undertaken of the framework using Bourdieu’s thinking tools of habitus, field and capital, and the mechanisms of pedagogic authority, pedagogic action and pedagogic work, demonstrating an unconsciously agreed power differential between social groups. The OECD, as well as policy-makers at a national level, must consider such implications in anticipating future policy developments in order to enable systemic injustices to be overcome and educational equality to be achieved.
{"title":"Bourdieu’s Theory of Practice and the OECD PISA Global Competence Framework","authors":"T. Andrews","doi":"10.1177/14752409211032525","DOIUrl":"https://doi.org/10.1177/14752409211032525","url":null,"abstract":"Globalisation has become increasingly important in education, and national systems are no longer defined only by the nation-state. The role of intergovernmental organisations such as the OECD has also become increasingly important, particularly through the development of the PISA tests and the publication of international comparison tables. With a growing recognition of educating for an international and globalised future, the OECD assessed global competence for the first time in 2018, with results released in October 2020. The power that the OECD exerts over its member states, and indeed further, in the field of education through the global competence assessment demonstrates social reproduction. This article examines the OECD’s 2018 Global Competence Framework from a Bourdieusian perspective. An analysis is undertaken of the framework using Bourdieu’s thinking tools of habitus, field and capital, and the mechanisms of pedagogic authority, pedagogic action and pedagogic work, demonstrating an unconsciously agreed power differential between social groups. The OECD, as well as policy-makers at a national level, must consider such implications in anticipating future policy developments in order to enable systemic injustices to be overcome and educational equality to be achieved.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211032525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43071019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1177/14752409211034399
Kathleen Doll, M. Ragan, G. Calnin, Sarah Mason, Kevin House
With the outbreak of COVID-19 in early 2020, school buildings across the globe closed, leading educators, students and families to transition rapidly to online education. It is clear that schools will in the future continue to employ online learning, even as students and educators return to school buildings. While the education community has over a number of years generated a range of practical tips and guidance about online education—especially since the onset of COVID-19—many are not supported by research (DiPietro et al., 2010) and neglect international school settings (Barbour, 2014). This study investigates the experiences of sixty-one K-12 international educators via nineteen focus groups, contributing to the literature base on pedagogical, leadership and practical strategies needed to support effective online learning. Four lessons learned emerged from the data: technological challenges are exacerbated during a crisis; educators adapted to revise pedagogical strategies when under pressure; student and parent experiences were inconsistent and complex; and school leaders play an important role during a transition to online education. Although COVID-19 posed challenges, educators are resilient, adaptable, and deeply committed to student learning. School leaders now have an opportunity to reconstruct a model of education which offers students the best of face-to-face learning augmented by the most effective use of virtual technologies. This is more than planning for potential crises; this is reimagining the future of education.
随着新冠肺炎在2020年初爆发，全球各地的校舍关闭，导致教育工作者、学生和家庭迅速过渡到在线教育。很明显，学校未来将继续采用在线学习，即使学生和教育工作者重返校园。尽管教育界多年来产生了一系列关于在线教育的实用技巧和指导，特别是自COVID-19爆发以来，许多人没有得到研究的支持（DiPietro et al.，2010），忽视了国际学校环境（Barbour，2014）。本研究通过19个焦点小组调查了61名K-12国际教育工作者的经历，为支持有效在线学习所需的教学、领导力和实践策略的文献基础做出了贡献。从数据中得出了四个教训：危机期间技术挑战加剧；教育工作者适应在压力下修改教学策略；学生和家长的经历不一致且复杂；学校领导在向在线教育过渡的过程中发挥着重要作用。尽管新冠肺炎带来了挑战，但教育工作者有韧性、适应性强，并深入致力于学生学习。学校领导现在有机会重建一种教育模式，通过最有效地使用虚拟技术，为学生提供最好的面对面学习。这不仅仅是为潜在危机做计划；这是对教育未来的重新构想。
{"title":"Adapting and Enduring: Lessons Learned from International School Educators During COVID-19","authors":"Kathleen Doll, M. Ragan, G. Calnin, Sarah Mason, Kevin House","doi":"10.1177/14752409211034399","DOIUrl":"https://doi.org/10.1177/14752409211034399","url":null,"abstract":"With the outbreak of COVID-19 in early 2020, school buildings across the globe closed, leading educators, students and families to transition rapidly to online education. It is clear that schools will in the future continue to employ online learning, even as students and educators return to school buildings. While the education community has over a number of years generated a range of practical tips and guidance about online education—especially since the onset of COVID-19—many are not supported by research (DiPietro et al., 2010) and neglect international school settings (Barbour, 2014). This study investigates the experiences of sixty-one K-12 international educators via nineteen focus groups, contributing to the literature base on pedagogical, leadership and practical strategies needed to support effective online learning. Four lessons learned emerged from the data: technological challenges are exacerbated during a crisis; educators adapted to revise pedagogical strategies when under pressure; student and parent experiences were inconsistent and complex; and school leaders play an important role during a transition to online education. Although COVID-19 posed challenges, educators are resilient, adaptable, and deeply committed to student learning. School leaders now have an opportunity to reconstruct a model of education which offers students the best of face-to-face learning augmented by the most effective use of virtual technologies. This is more than planning for potential crises; this is reimagining the future of education.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211034399","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49309256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.1177/14752409211006648
L. Holmyard
The number of international schools is growing rapidly and existing data points to great diversity of their governance structure. The nature of hybrid governance, in which a board comprises both elected and appointed governors, was investigated through a case study of an international school in western Europe and triangulated with interviews with nine experts in international schooling. Hybrid governance was found to offer the advantages of both elected and appointed boards: elections foster transparency and representation of stakeholders, while appointments allow the board to be populated with particular skills. A model for governance was presented in which the hybrid structure is underpinned by recruitment and training practices that ensure governors complement the existing skillset of the board, have desirable motivations for serving, and understand their role. This model may be useful for informing international school improvement efforts, although its compatibility with the diverse landscape of international schools remains to be determined.
{"title":"The nature of hybrid governance: A case study of a large and well-established European international school","authors":"L. Holmyard","doi":"10.1177/14752409211006648","DOIUrl":"https://doi.org/10.1177/14752409211006648","url":null,"abstract":"The number of international schools is growing rapidly and existing data points to great diversity of their governance structure. The nature of hybrid governance, in which a board comprises both elected and appointed governors, was investigated through a case study of an international school in western Europe and triangulated with interviews with nine experts in international schooling. Hybrid governance was found to offer the advantages of both elected and appointed boards: elections foster transparency and representation of stakeholders, while appointments allow the board to be populated with particular skills. A model for governance was presented in which the hybrid structure is underpinned by recruitment and training practices that ensure governors complement the existing skillset of the board, have desirable motivations for serving, and understand their role. This model may be useful for informing international school improvement efforts, although its compatibility with the diverse landscape of international schools remains to be determined.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211006648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41657022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.1177/14752409211005380
Julia Sahling, Roussel De Carvalho
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.
{"title":"Understanding Teacher Identity as an International Teacher: An Autoethnographic Approach to (Developing) Reflective Practice","authors":"Julia Sahling, Roussel De Carvalho","doi":"10.1177/14752409211005380","DOIUrl":"https://doi.org/10.1177/14752409211005380","url":null,"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.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211005380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48916991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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