Do international school staff receive professional development training about third culture kids (TCKs)?

Abstract

This article empirically assesses the extent to which international school staff receive professional development training about third culture kids (TCKs). We argue that the needs of TCKs enrolled in international schools differ from those of non-expatriate children and that international school staff may require a specialized set of professional skills and competencies to effectively cater for the specific needs of TCKs in the classroom. Based on interviews with 115 respondents (34 teachers, 33 staff, and 48 parents) in three international schools in Asia, we draw on data from 25 focus groups conducted in Singapore and Shanghai. Evidence shows that no professional development training in relation to TCKs is provided specific to the international context in which staff are employed. Only surface level training appears to be offered in the form of tacit acceptance of information and rushing to cover ad-hoc and informal material but providing little content depth. Issues that are not adequately addressed include staff start-of-year induction, identity lifespan and cultural issues, pastoral care, TCK emotional wellbeing, international mindedness curriculum education, and TCK transitions via repatriation and reassignment. The study contributes to the extensive literature on expatriate training and development and global careers by positioning international school teachers and staff as expatriates engaged in international careers, whose professional development training enhances their effectiveness both on-the-job and while living and working abroad. We further add to extant literature on the career development of international school staff that, thus far, has excluded TCK professional development as a specific focus.