Being and becoming internationally minded: Snapshots of novice Canadian teachers in international schools

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
James S. Budrow
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引用次数: 2

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.
国际思维的形成与发展:加拿大国际学校新教师的快照
本文考察了三位加拿大教师在国际学校开始正式职业生涯的经历。国际意识被视为国际学校教师在国际教学任务中的一种敏感性,并在国际学校的跨国空间中得到进一步发展。因此,具有国际视野的教师能够从海外教学和生活的跨文化复杂性中做出反应并从中学习。研究结果表明,这些新手教师更容易理解和实践国际意识的一些要素,而其他要素则需要更大的意识和努力才能实现。研究结果还表明,“世界性学习”(Rizvi,2009)强调了批判性反思自己在世界上的“位置”的重要性,代表了教师想要深化国际意识的一种生成取向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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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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