{"title":"外籍教师的话语(重新)定位:了解中国国际化学校中不断变化的教师角色","authors":"Adam Poole","doi":"10.1016/j.ijer.2024.102484","DOIUrl":null,"url":null,"abstract":"<div><div>This paper explores the changing roles of foreign teachers in China's internationalised schools in a post-reform era. These transformations have significantly reduced the presence of foreign teachers, giving rise to the dominance of their Chinese counterparts. By employing positioning theory and conducting in-depth interviews with 29 teachers from two internationalised schools, this study brings into focus the complex dynamics of how Chinese and foreign educators perceive and position each other. The findings reveal a paradoxical situation: foreign teachers, while increasingly marginalised in professional roles, remain symbolically indispensable for marketing and upholding internationalised schools' international image. This dual perspective sheds light on the intricate interplay of market forces, cultural expectations, and educational policies. The study underscores the crucial need for adaptability and cultural competency among foreign teachers and school leaders to successfully navigate these profound shifts.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102484"},"PeriodicalIF":2.6000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The discursive (re)positioning of the foreign teacher: Understanding changing teacher roles in China's internationalised school sector\",\"authors\":\"Adam Poole\",\"doi\":\"10.1016/j.ijer.2024.102484\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This paper explores the changing roles of foreign teachers in China's internationalised schools in a post-reform era. These transformations have significantly reduced the presence of foreign teachers, giving rise to the dominance of their Chinese counterparts. By employing positioning theory and conducting in-depth interviews with 29 teachers from two internationalised schools, this study brings into focus the complex dynamics of how Chinese and foreign educators perceive and position each other. The findings reveal a paradoxical situation: foreign teachers, while increasingly marginalised in professional roles, remain symbolically indispensable for marketing and upholding internationalised schools' international image. This dual perspective sheds light on the intricate interplay of market forces, cultural expectations, and educational policies. The study underscores the crucial need for adaptability and cultural competency among foreign teachers and school leaders to successfully navigate these profound shifts.</div></div>\",\"PeriodicalId\":48076,\"journal\":{\"name\":\"International Journal of Educational Research\",\"volume\":\"128 \",\"pages\":\"Article 102484\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Research\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0883035524001691\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035524001691","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The discursive (re)positioning of the foreign teacher: Understanding changing teacher roles in China's internationalised school sector
This paper explores the changing roles of foreign teachers in China's internationalised schools in a post-reform era. These transformations have significantly reduced the presence of foreign teachers, giving rise to the dominance of their Chinese counterparts. By employing positioning theory and conducting in-depth interviews with 29 teachers from two internationalised schools, this study brings into focus the complex dynamics of how Chinese and foreign educators perceive and position each other. The findings reveal a paradoxical situation: foreign teachers, while increasingly marginalised in professional roles, remain symbolically indispensable for marketing and upholding internationalised schools' international image. This dual perspective sheds light on the intricate interplay of market forces, cultural expectations, and educational policies. The study underscores the crucial need for adaptability and cultural competency among foreign teachers and school leaders to successfully navigate these profound shifts.
期刊介绍:
The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.