Abstract
The globally mobile teacher is a relatively new concept. This article draws on the experiences of seven teachers teaching in international contexts, who are currently undertaking an iPGCE (International Postgraduate Certificate in Education) – four of whom are co-authors of this article. Drawing on original data from written narratives and online discussions, as well as using collaborative writing as a form of inquiry, we locate these experiences within the field of intercultural education, problematize the notion of global mobility and identify the unique training needs of an emerging breed of teachers.
Highlights
The globally mobile teacher is a relatively new concept and, as Bunnell (2016) argues, largely under-researched, despite the number of international schools increasing by 150 per cent between 2000 and 2013 (Walker, 2015)
Since we argue that career pathways and development needs of teachers in international contexts are individual and diverse, it is worth pursuing teachers’ individual stories in detail, aiming for in-depth insights, rather than generalization (Hoepfl, 1997)
Most participants in the study have family links to global mobility, either through upbringing or marriage, with global mobility occurring prior to teaching rather than because of teaching, in most cases global mobility occurred in adulthood rather than childhood
Summary
The globally mobile teacher is a relatively new concept and, as Bunnell (2016) argues, largely under-researched, despite the number of international schools increasing by 150 per cent between 2000 and 2013 (Walker, 2015). Unlike national-level programmes, the iPGCE attracts students with a considerable range of teaching experience, most already working in classrooms in various settings and often with a globally mobile background. Given such diverse contexts, teacher training programmes cannot possibly adopt transmission-style pedagogy, when, as teachers in Hacohen’s study point out, ‘the norm is a flux of change’ (Hacohen, 2012: 120). Teacher training programmes cannot possibly adopt transmission-style pedagogy, when, as teachers in Hacohen’s study point out, ‘the norm is a flux of change’ (Hacohen, 2012: 120) Since both teachers and pupils are caught in this change, teachers arguably have a responsibility in helping students maintain a sense of stability (Hansen, 2011). The student body on the (largely online) programme forms an invaluable resource in itself, creating opportunities for exchange and discussion that may greatly assist in the development of teachers in international, intercultural and multilingual contexts
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