Abstract
In this article, we consider how mobility, immobility, embodiment and affect appeared in research with 13 beginning teachers who were ‘bonded’ graduates of a twinned (Malaysia-New Zealand) teacher education programme. We discuss the teachers' accounts of moving place, and being placed in new schools; ‘moving selves’, or experiencing a changed sense of self as new teachers; ‘moving students’, or seeing shifts in students' educational outcomes; and being moved by (responding affectively to) student learning and behaviour. Our study highlights the need in internationalised teacher (and higher) education to pre-empt challenges inherent in moving ‘home’ or to new places to work.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
