有效国际学校教师的特征:文献系统回顾

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
Leslie W Grant, James H Stronge, Paola Mendizabal, Amelie Smucker, Yanping Mo
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引用次数: 0

摘要

高效教师的素质至关重要,因为教师是影响学生成绩的头号学校相关因素。尽管美国的研究人员已经研究了评估教师有效性的框架,但这些框架并不侧重于在国际学校工作的教师。因此,这些框架可能没有反映出了解跨文化环境下工作的重要性,也没有反映出教师在国际学校工作的技能。本研究对 23 项研究进行了系统的配置性综述,通过对研究结果的综合分析,确定了在国际学校工作的高效教师的素质。我们发现,在国际学校高效教师研究中,有四个关键特质即使不是独一无二的,也得到了强调:注重教师合作和教师领导力;从多国视角出发的文化意识和应对能力;以及东道国语言习得。总之,我们发现,现有的研究缺乏对如何成为一名有效的国际学校教师的关注,特别是考虑到国际学校预计会有巨大的增长。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Characteristics of Effective International School Teachers: A Systematic Review of the Literature
Qualities of effective teachers matter because teachers are the number one school-related factor that impacts on student achievement. Although researchers in the United States have studied frameworks for evaluating teacher effectiveness, these frameworks are not focused on teachers working in international schools. Thus, they may not reflect the importance of understanding both the context of working in intercultural settings and the skills that allow teachers to flourish in international schools. Using a systematic configurative synthesis review of 23 studies, this study identifies qualities of effective teachers working in international schools through a synthesis of the study findings. We identified four key attributes that are emphasized, if not unique, in international school effective teacher research: a focus on teacher collaboration and teacher leadership; cultural awareness and responsiveness from multi-national perspectives; and host country language acquisition. Overall, we find that a focus on what makes an effective international school teacher is lacking in the extant research, particularly given the predicted enormous growth of international schools.
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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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