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

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2024-09-02 DOI:10.1177/14752409241275745
Vanessa Walker, Tristan Bunnell
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引用次数: 0

摘要

本论文调查了六位接受过英国培训的教师的经历,他们从英国公立学校的普通中等教育证书(GCSE)课程转到北欧两所独立的、讲英语的、历史悠久的传统国际学校任教,并开始教授国际文凭中学课程(IBMYP)。IBMYP 的性质是以学生为中心,其概念框架大大偏离了 GCSE 中占主导地位的、典型的指令性方法。国际文凭项目的要求体现在国际文凭组织的制度支柱中,对新教师和有经验的教师都产生了重大影响,促使他们转变身份,逐渐成为一名 "国际文凭项目教育者"。本定性研究通过半结构式访谈和专题数据分析,对教师身份因素进行了研究,并试图了解这种身份转变的过程。利用戈夫曼的框架分析法,这些主题以隐喻的形式呈现出来,帮助我们认识到教师从暂时的 "无技能 "到 "有技能 "的转变过程。在经历了最初阶段的 "漂泊 "和不稳定的 "生存模式 "之后,一种真实感和自 由感被认为是最终的结果。
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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’.
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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.
期刊最新文献
Interculturalism in student and teacher understandings of global citizenship education in three International Baccalaureate international schools Becoming a new type of teacher: The case of experienced British-trained educators transitioning to the International Baccalaureate Middle Years Programme abroad Characteristics of Effective International School Teachers: A Systematic Review of the Literature Professional Learning in the International Baccalaureate Diploma Programme Exploring associations between teacher perceptions of working conditions and immediate professional plans at a Chinese internationalised school
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