A teacher's guide to international schools

The International Handbook of Teacher Quality and Policy is a comprehensive resource that examines how teacher quality is conceptualized, negotiated, and contested, and teacher policies are developed and implemented by global, national, and local policy actors. Edited by two of the leading comparative authorities in the field, it draws on the research and contributions of scholars from across the globe to explore five central questions: How has teacher quality been conceptualized from various disciplinary and theoretical perspectives? How are global and transnational policy actors and networks influencing teacher policies and practices? What are the perspectives and experiences of teachers in local policy contexts? What do comparative research studies tell us about teachers and how their work and policy contexts influence their teaching? How have various countries implemented policies aimed at improving teacher quality and how have these policies influenced teachers and students? The international contributors represent a wide variety of scholars who identify global dynamics influencing policy discourses on teacher quality, and examine national and local teaching and policy environments influencing teacher policy development and implementation in various countries. Divided into five sections, the book brings together the latest conceptual and empirical studies on teacher quality and teacher policies to inform future policy directions for recruiting, educating, and supporting the teaching profession.

"The perfect guide for teachers looking to make an international move. In her warm and friendly style, Jess walks the reader through everything that needs to be considered prior to making the big leap! Her wide-ranging experiences, alongside her thorough research, ensure that this book covers everything that you could possibly need to think about before, during, and after an international move. Highly recommended!" Clare Doyle, assistant principal, Singapore. Becoming a Successful International Teacher is the perfect companion for prospective international educators seeking up-to-date information on what to expect from working in international schools. It provides step-by-step advice, taking readers all the way from where to look for an international teaching position to thriving in an international teaching environment, and will help anyone thinking of a career abroad working in international schools to prepare for an exciting and life-changing experience. All of this information is relevant for our current times with Covid-19 considerations. Full of helpful information, personal experiences, tips, and helpful links, the book includes: How and where to find the best international teaching jobs Which countries and environments will suit you, your partner, and your dependents Different types of international schools and what to expect How to find the 'perfect fit' in terms of location and school Advice on creating winning applications and excelling in interviews Information on salaries and benefits The practicalities of moving How to survive, thrive, and be highly successful in your new job Key considerations for single teachers, teaching couples, trailing spouses, and families All this, plus much more, can be found in this easily digestible guide on becoming a successful international teacher. Most relevant to those wanting to work in British international schools, the book also offers guidance for all teachers wanting to work internationally. International educators said: "A must-have for anyone contemplating moving abroad to teach. Jess's book covers everything a first-time international teacher will need. From visa research to how to settle when abroad, this book has it all! As a teacher from the United States, I can say that I wish I had this when we moved abroad, advice aimed at British teachers crosses over with US teachers." Lucinda, teacher, United States "My impression of the book is that it's an excellent and honest insight into the practicalities of working as an international teacher. It's a comprehensive guide on deciding whether it's the right adventure for you and what steps to take to make a smoother transition." Rowena, international teacher, Australia. Jess Gosling is a highly experienced international teacher, who has worked in Japan, Egypt, Vietnam, and Taiwan. She began her career as an English as an Additional Language teacher and has since worked in both Primary and Early Years as a class teacher and founded her own successful education business. She is a regular contributor to the Times Education Supplement and maintains a website and two Facebook groups to support other international teachers.

Book Summary The text, The International Teacher, is demonstrating that it takes more than a name to produce and identify an International Teacher. The process involves the instrumentality of international organizations such as the United Nations Educational and Scientific Organisation(UNESCO), the Institute of International Education (IIE), Education International (EI), the committed will of the teacher by acquiring higher education, hard work and special financial investments. In the survey done with foreign teachers, the data have shown that they are in agreement with the establishment of an international programme-institution that would help teachers acquire higher levels of training and certification. However, while every teacher would not participate for various reasons, the majority would for personal advancement and for the development of education globally. The text also states that teaching is a complex process and requires quality teachers to make it effective and achieve its objectives. Therefore, the teacher should be fairly treated and rewarded so that he can appreciate the offerings of the profession especially at retirement. It concludes by listing the different programmes now in existence that provide some aspects of international training through exchange activities and recommends the names of the most influential organisations. Author Biography Arthur S. Comrie has worked in education and training for forty years as classroom teacher, Co-operative Education Specialist and Principal of All-Age Schools. He taught students at different age levels, kindergarten to adult, and did written work on developmental issues for local newspapers. Currently, he is searching for educational instruments that are applicable to the development of World-Class Standard of Education. He will seek to have them administered according to their relevance at local, national and international levels.

This book examines how injustice based on social positioning is performed within the context of international schools. Drawing on the lived experiences of an international school teacher, it proposes and explores the notion that teachers, in being constituted and positioned as subordinate within the hierarchy that is the international school, leads to their being wronged on three counts: epistemically for being wrongfully mistrusted; ethically for being wrongfully excluded; and ontologically for being wrongfully positioned as a lesser human being. The book addresses the dearth of research currently available on conflict in international schools and how conflict between teachers and administrators is dealt with in and by such institutions. It will be valuable reading for students and teachers of education and sociology, and those interested in the workings of international schools.

Regardless of the discipline or country, creating quality education is multifaceted. At the center of any schooling practice are the educators, their schools, and the teacher education programs that license them. As the schools and faculties of education strive to provide the best practices to pre-service or in-service teachers, it becomes more critical to increase the quality of teacher education via various means to keep up with the demands of schooling in the 21st century. Interdisciplinary Approaches Toward Enhancing Teacher Education provides an overview of how innovation and research experience can enhance teacher education programs with a focus on competencies, skills, and strategies future teachers will need to cope with while teaching students’ learning with diversity and facing linguistic, social, and environmental challenges. The book particularly investigates the potentiality of educational technology, innovative techniques, and digital storytelling to enhance education and bilingualism in intercultural contexts and multilingual settings. Covering topics that include performance assessment, teacher training, and professional development, and including many practical and diverse examples, this book is intended for TESOL, second or foreign language learning, and CUL programs and teacher-training institutions, as well as teachers, researchers, academicians, and students in interdisciplinary areas that include science, history, geography, language learning, bilingualism, intercultural competencies, classroom interaction, gamification, and educational technology.

This book reviews the Teacher Education and Development Study: Learning to Teach Mathematics, which tested 23,000 primary and secondary level math teachers from 16 countries on content knowledge and asked their opinions on beliefs and opportunities to learn.

Research surrounding teacher quality and teacher effectiveness has continued to grow and become even more prominent as teaching has become more professionalized globally and countries have invested more comprehensively in teacher education, certification, and professional development. To better understand teacher effectiveness, it is important to have a global viewpoint to truly understand how beliefs and practices vary in each country and can lead to different characterizations of what makes an effective teacher. This includes both cross-cultural commonalities and unique differences in conceptualization of teacher effectiveness and practices. With this comprehensive, international understanding of teacher effectiveness, a better understanding of best practices, teacher models, philosophies, and more will be developed. International Beliefs and Practices That Characterize Teacher Effectiveness identifies, shares, and explores the predominant conceptual understandings of beliefs and practices that characterize effective teachers in different countries. This book provides international and cross-cultural perspectives on teacher effectiveness and examines the prominent philosophies of teaching and pedagogical practices that characterize teachers in selected countries. Each chapter includes a background, such as history and undergirding philosophy within each country, effective teacher models, prominent applications of teacher effectiveness practices, and special or unique features of teaching in the specific countries mentioned. This book is essential for practicing educators in various countries, teacher educators, faculty, and students within schools and colleges, researchers in international comparative studies, organizations engaged in international education, and administrators, practitioners, and academicians interested in how teacher effectiveness is characterized in different countries and regions across the world.

The need to reform secondary-level education to prepare young people for new economic realities has emerged. In an age of constant career changing, cognitive flexibility is a top-priority skill to develop in today’s students. This shift requires methodological innovation that enhances children’s natural abilities as well as updated, focused teacher education in order to prepare them adequately. Educational Reform and International Baccalaureate in the Asia-Pacific is a collection of innovative research that examines the development and implementation of IB curricula. Highlighting a wide range of topics including critical thinking, student evaluation, and teacher training, this book is ideally designed for educators, curriculum developers, instructional designers, administrative officials, policymakers, researchers, academicians, and students.

The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews, designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: Teacher educators; and, students of teaching. The first examines teacher educators, their role, and the way that role influences the nature of teaching about teaching. In turn, the second explores who students of teaching are, and how that influences the relationship between teaching and learning about teaching.