Some aspects of staff development in international schools

Black, D.R.; Armstrong, Paul

doi:10.1108/09513549510088426

Cited by 9 publications

(19 citation statements)

References 2 publications

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“…While international schools face the same problems national schools face regarding the development of a program for PD, including teacher time and finance, Black & Armstrong, (1995) suggest that these problems are magnified due to the isolation of most international schools. The time needed for teachers to attend off-site workshops and the amount of money needed for travel are usually greater.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Teachers in international schools are also faced with various cultural approaches to learning, which makes the need for skills related to best practice in these contexts even more critical (Black & Armstrong, 1995). The high cost related to sending teachers to workshops has motivated researchers to consider alternative routes for TPD.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The high cost related to sending teachers to workshops has motivated researchers to consider alternative routes for TPD. Black and Armstrong (1995) discovered international school teachers believe that internal faculty expertise should be used for TPD because this can assist new teachers coming into the school with learning about the methods used at the school. The opposite is also true, with new teachers adding fresh ideas to the school.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…An important aspect to all professional educators, including teachers in international schools (Black & Armstrong, 1995;Black, Harvey, Hayden, & Thompson, 1994) is to stay up-to-date in their respective fields, therefore, educators must continually seek methods to maintain currency. Reasons for continual improvement include changes in society (Baker, 2014), pressures from the community (Maguire, 2005) and school reform movements (Dede, et al, 2008).…”

Section: Chaptermentioning

confidence: 99%

“…Staying current in their respective fields is an important aspect to all professional educators, including international school teachers (Black & Armstrong, 1995;Black, Harvey, Hayden, & Thompson, 1994). There are many reasons for a shift towards better performing teachers, including the appearance of new economies based on knowledge (Dall'Alba & Sandberg, 2006), the adoption of new standards by educational institutions (Moon, Passmore, Reiser, & Michaels, 2013;Desimone, Porter, Garet, Yoon, and Birman, 2002) and general school reform instituted by mandated achievement goals from governmental organizations or other educational boards (Dede, Ketelhut, Whitehouse, Breit, & McCloskey, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Social Media as a Personal Learning Network for Professional Development: Teachers in International Schools Use and Perspectives

Doak¹

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Chaptermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social Media as a Personal Learning Network for Professional Development: Teachers in International Schools Use and Perspectives

Doak¹

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Towards Standardizing Education: Specific Dispositions for Educators and their Impact on Teacher Efficacy

Krishnaveni¹,

Anitha²

2008

Vikalpa: The Journal for Decision Makers

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In today's competitive environment, all professions need standardization and formulation of guidelines. This study develops a comprehensive model of professional characteristics of an Educator that would prepare them for high standards of professional achievements. A vital quality of the educators — ‘teacher efficacy’ — is studied for establishing an association with the various characteristics that would result in identification of specific dispositions. A set of ten vital characteristics were identified which were sorted under three spheres of the educators'. work life. These characteristics were then defined appropriately for the teaching discipline. A questionnaire with sixty items validated for its reliability and validity was then used to collect data from 98 medical professors. The data was processed in statistical package for social sciences to analyse the existing characteristics. Partial Least Squares method was used to build a research model that show the inter-linkages between the characteristics and those with teacher efficacy with their strength of association. A wide range of literature resulted in ten characteristics namely subject knowledge, teaching prowess, updating knowledge, collegiality, commitment, teacher-student relationship, empowerment, self development, remuneration and ethical conduct and a theoretical three-factor model of professional characteristics of educators. The level of the existing professional dispositions for the various demographics is calculated and discussed. A research model depicting the inter-linkages between the ten characteristics and teacher efficacy is developed which is analysed using the t-statistic through partial least squares method. Subject knowledge and updating knowledge leads to teaching prowess Collegiality, teacher-student relationship and empowerment lead to commitment Teaching prowess, commitment, self development, and remuneration correlates to teacher efficacy. Self development, commitment, and subject knowledge have a major impact on teacher efficacy. These characteristics when enhanced will be found to have an enriched teacher efficacy with the educators in the medical stream. It is believed that enhancing of teacher efficacy would result in improving student motivation and student achievement which is the ultimate goal of any institution. It would also have a deep impact on students who will be trained and dealt with in a more proficient approach. The paper limits itself in analysing the inter-linkages of characteristics and their impact on teacher efficacy for the stream of medical educators only. The model may be used for various educational streams. Further study is possible focusing on the impact of these characteristics on students, institution, and the community as a whole.

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Home and away: An inquiry into home-based and overseas teacher perceptions regarding international schools

Hrycak

2015

Jnl of Research in Internatl Education

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The world of international schools is expanding, fuelled in part by globalisation and the ease with which employees can relocate across the globe as they seek new employment opportunities. As these mobile families relocate overseas, international schools provide an education for their children which may offer a curriculum based on a common and transferable syllabus, similar to one they experienced at home. The research on which this article is based presents a picture not only of teaching in the United Kingdom and overseas, but also of teachers' perceptions, views and expectations regarding international teaching. It offers comparisons between what teachers at home believe is happening, and the reality as perceived by those with overseas experience. The study explores this internationally nomadic workforce, and observes the growth in international schools which, in turn, has further increased the demand for the international teacher. The findings show that the majority of home teachers in the study are aware of the international opportunities available to teachers. The results also show similarities in responses from home and overseas teachers. This research furthermore reveals that there exists a continually growing market, which provides teachers with increased choice about where to teach, live and progress their career.

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Some aspects of staff development in international schools

Cited by 9 publications

References 2 publications

Social Media as a Personal Learning Network for Professional Development: Teachers in International Schools Use and Perspectives

Social Media as a Personal Learning Network for Professional Development: Teachers in International Schools Use and Perspectives

Towards Standardizing Education: Specific Dispositions for Educators and their Impact on Teacher Efficacy

Home and away: An inquiry into home-based and overseas teacher perceptions regarding international schools

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