1 research outputs found
What Teacher Capacities do International School Recruiters Look For?
This article frames the intersection of the emerging fields of internationalizing teacher education (ITE) and international schooling (IS) and presents findings of a qualitative study that draws on interviews with international school recruiters to explore teacher qualities valuable for thriving in international school settings. Beyond general characteristics of good teachers, recruiters note the importance of adaptability to living and working in a foreign setting, cultural-sensitivity, and, especially, pedagogical flexibility. Additionally, recruiters discussed the significance of âfitâ between the teacher and the school (and school community) as playing a role. Fit overlaps with adaptability, cultural sensitivity and pedagogical flexibility but also introduces more school-specific, subjective (and potentially parochial) factors for âfitting in.â Implications for teacher education are discussed, particularly on the importance of fostering teachersâ pedagogical flexibility.Cet article Ă©tablit le rapport entre les domaines Ă©mergents de lâinternationalisation de la formation enseignante et de lâĂ©cole internationale et prĂ©sente les rĂ©sultats dâune Ă©tude qualitative qui relĂšve des entrevues menĂ©es avec les recruteurs des Ă©coles internationales pour explorer les compĂ©tences inhĂ©rentes aux enseignants capables de bien fonctionner dans ces contextes. Au-delĂ des caractĂ©ristiques indispensables aux exigences de la profession enseignante, les recruteurs ont spĂ©cialement mentionnĂ© lâadaptabilitĂ© Ă vivre et Ă travailler Ă lâĂ©tranger, la sensibilitĂ© culturelle et la flexibilitĂ© pĂ©dagogique. En outre, les recruteurs ont parlĂ© du rĂŽle important que joue la capacitĂ© de se âconformerâ entre lâenseignant et lâĂ©cole (et, la communautĂ© scolaire). En effet, cette capacitĂ© se dĂ©double de lâadaptabilitĂ©, de la sensibilitĂ© culturelle et de la flexibilitĂ© pĂ©dagogique, mais aussi introduit des facteurs scolaires plus spĂ©cifiques, notamment les facteurs personnels contribuant Ă la conformitĂ©. Les implications pour la formation enseignante, particuliĂšrement dans le domaine de la flexibilitĂ© pĂ©dagogique, sont abordĂ©es