{"title":"成为新型教师:经验丰富的英国培训教育工作者过渡到国外国际中学文凭课程的案例","authors":"Vanessa Walker, Tristan Bunnell","doi":"10.1177/14752409241275745","DOIUrl":null,"url":null,"abstract":"This paper investigates the experiences of six British-trained teachers who moved from teaching GCSE in state-funded schools in England to teach in two separate English-speaking well-established traditional international schools in Northern Europe where they began to teach the International Baccalaureate’s Middle Years Programme (IBMYP). The nature of the IBMYP, with its student-centred focus and conceptual framework, deviates greatly from the dominant, typically prescriptive approach of the GCSE. The demands of the IBMYP, which are represented in the IB’s institutional pillars, exert significant influence over both new and experienced teachers to induce a change in identity as they gradually shift to becoming an ‘IBMYP Educator’. Using semi-structured interviews and thematic data analysis, this qualitative study examines teacher identity factors and seeks to understand the process of this identity shift. Using Goffman’s Frame Analysis, the themes are presented as metaphors, helping us to realise the experience of transition, as the teachers shifted from feeling temporarily de-skilled to re-skilled. A sense of authenticity and freedom was felt to be the eventual outcome after an initial phase of being ‘adrift’ and in unsettled ‘survival mode’.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Becoming a new type of teacher: The case of experienced British-trained educators transitioning to the International Baccalaureate Middle Years Programme abroad\",\"authors\":\"Vanessa Walker, Tristan Bunnell\",\"doi\":\"10.1177/14752409241275745\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper investigates the experiences of six British-trained teachers who moved from teaching GCSE in state-funded schools in England to teach in two separate English-speaking well-established traditional international schools in Northern Europe where they began to teach the International Baccalaureate’s Middle Years Programme (IBMYP). The nature of the IBMYP, with its student-centred focus and conceptual framework, deviates greatly from the dominant, typically prescriptive approach of the GCSE. The demands of the IBMYP, which are represented in the IB’s institutional pillars, exert significant influence over both new and experienced teachers to induce a change in identity as they gradually shift to becoming an ‘IBMYP Educator’. Using semi-structured interviews and thematic data analysis, this qualitative study examines teacher identity factors and seeks to understand the process of this identity shift. Using Goffman’s Frame Analysis, the themes are presented as metaphors, helping us to realise the experience of transition, as the teachers shifted from feeling temporarily de-skilled to re-skilled. A sense of authenticity and freedom was felt to be the eventual outcome after an initial phase of being ‘adrift’ and in unsettled ‘survival mode’.\",\"PeriodicalId\":45854,\"journal\":{\"name\":\"Journal of Research in International Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-09-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in International Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/14752409241275745\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in International Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14752409241275745","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Becoming a new type of teacher: The case of experienced British-trained educators transitioning to the International Baccalaureate Middle Years Programme abroad
This paper investigates the experiences of six British-trained teachers who moved from teaching GCSE in state-funded schools in England to teach in two separate English-speaking well-established traditional international schools in Northern Europe where they began to teach the International Baccalaureate’s Middle Years Programme (IBMYP). The nature of the IBMYP, with its student-centred focus and conceptual framework, deviates greatly from the dominant, typically prescriptive approach of the GCSE. The demands of the IBMYP, which are represented in the IB’s institutional pillars, exert significant influence over both new and experienced teachers to induce a change in identity as they gradually shift to becoming an ‘IBMYP Educator’. Using semi-structured interviews and thematic data analysis, this qualitative study examines teacher identity factors and seeks to understand the process of this identity shift. Using Goffman’s Frame Analysis, the themes are presented as metaphors, helping us to realise the experience of transition, as the teachers shifted from feeling temporarily de-skilled to re-skilled. A sense of authenticity and freedom was felt to be the eventual outcome after an initial phase of being ‘adrift’ and in unsettled ‘survival mode’.
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.