International schools as gateways to the intercultural development of North-American teachers

Abstract

This study uses a chronological lens to examine North-American teacher experiences in international schools abroad. Using semi-structured interviews, teachers compare their experiences in the United States or Canada with their experiences in international schools abroad. Findings suggest that struggles associated with being the 'other' in a foreign country often transformed a superficial intercultural awareness into a deeper intercultural understanding among teachers. Despite this broader understanding, not all teachers made explicit connections to their professional practice.

Characteristics of the international educator and the strategic role of critical incidents

“…Alternatively, the maverick educator may be seen as one who is looking to escape from national constraints and other issues which might exist back in the home country (Cambridge, 2002;Hardman, 2001). The distinction between those who are looking to travel and see the world and those who are looking to get away from an unhappy situation is highlighted as a subtle but important difference among international educators (Savva, 2013).…”

“…On a practical level, understanding motives can help to inform recruitment practices. Lucrative compensation, career advancement, new cultural experiences and professional development opportunities are just some examples of motives behind decisions to teach abroad (Savva, 2013). Indeed, the practical utility of understanding educator motives should not be underestimated in the overseas hiring process for international schools.…”

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

“…Unfortunately, as Bailey's (2015) study of Anglo-Western IST perceptions of teaching in international schools suggests, ISTs tend to be not only Western-centric but also somewhat critical and dismissive of unfamiliar local approaches to education. ISTs also often insulate themselves from the local culture by spending much time inside and outside of school in isolated social circles with other expatriates (Bailey, 2015;Bates, 2010;Savva, 2013). Tendencies and inclinations such as these lend credence to Burke's (2017) claim that time abroad does not by itself lead to some natural change in a teacher's outlook with respect to knowledge, understanding, and teaching.…”

Homeward Bound: Educational Leaders’ Perceptions of Hiring Repatriating International Teachers

“…The reasons for teaching overseas vary from contending with work shortages in the home country (Stanley, 2011) to seeking employment as a trailing spouse (Marx, Housen, & Tapu, 2016) and from pursuing travel interests (Savva, 2013) to searching for better work and life conditions (McGregor, 2008). Global teaching opportunities can positively influence the careers of teachers by cultivating skills such as cross-cultural competence and the ability to work within multicultural and multilingual contexts (Biraimah & Jotia, 2013;Chandler, 2010;Savva, 2013). What the literature rarely considers, however, are the experiences and perceptions of international teachers when they begin to repatriate to their home countries.…”