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This paper describes the lived experiences of Filipino early childhood education (ECE) teachers in Singapore. It utilized the qualitative research method, particularly Husserlian phenomenology. Fourteen Filipino ECE teachers were involved in this study who were chosen through purposive sampling based on the inclusion criteria - bachelor's degree graduates with specialization in ECE in any higher education institution in the Philippines and currently teaching in Singapore for at least two years. The researcher was regarded as the main instrument using the semi-structured interview. Colaizzi's method of data analysis was used to interpret the transcriptions. The analysis of the interview captured the experiences of the Filipino ECE teachers in Singapore and revealed the five overarching themes: Teaching abroad as life's turning point--Decision; Rigors of working abroad--Realities; Optimistic regard for adverse experiences--Conviction; Necessities for a successful pursuit--Fundamentals; and the desire to Echo the overseas journey upon return--Impact. These constitute the voice of ECE teachers in Singapore as they teach overseas. It can be construed that the Filipino ECE teachers' experiences in a foreign country, no matter the adversities, have resulted in favorable outcomes and valuable life encounters that developed their professional, personal, and economic facets of life. This study provides the frame of reference for teachers who wish to venture overseas teaching on the circumstances they might encounter, whether on the personal or professional level. It also sheds light on the education department's efforts to strengthen the current educational system and internationalize ECE programs at higher education institutions in the Philippines. [ABSTRACT FROM AUTHOR]

High-skilled migration has increasingly been the subject of migration research over the past decade, but the focus has tended to be on health and IT professionals. In this paper, we address the mobility of schoolteachers in a region that has so far received little attention, the Pacific Islands. It is timely to examine trends in teacher mobility in the Pacific, given the shortages that are occurring elsewhere. In particular, the tailoring of immigration policies to attract highly skilled workers in areas of shortage could impact on the Pacific. The focus of the paper is on emigration and we argue that of three countries studied, only Fiji is negatively affected by teacher mobility. The Cook Islands and Vanuatu are currently experiencing low levels of international teacher emigration. Levels of internal mobility are also investigated in an attempt to see if remote areas and outer islands are experiencing teacher shortages. The preference for working near one's land or on one's home island is a strong drawcard in bringing people back home to teach. A problem arises, however, when not enough people are trained from a region/island and the incentives to encourage others to go and work there are less than effective. [ABSTRACT FROM AUTHOR]

Within the context of the internationalization of UK higher education, an increasing number of UK-based institutions are developing collaborative degree programmes with overseas institutions, of which partnerships with institutions in China are the most common. This paper employs a  critical  reflective approach to explore, from different perspectives (self-reflection, student feedback, our colleagues’ experiences), some of the opportunities and challenges that exist for flying faculty through critical reflection on the author’s own flying faculty experiences delivering an introductory Physical Geography module in China. Teaching in an unfamiliar environment brings with it a plethora of challenges, however; for staff in Geography and related disciplines, active engagement with the external world through field-based learning is perhaps the most challenging aspect of any overseas teaching experience. As such, a particular focus of this paper is on the challenges, and potential solutions, of incorporating field-based learning and teaching in the international classroom. Ultimately, faculty with international teaching experience are best placed to develop and enhance the internationalization of their own institution’s curricula. [ABSTRACT FROM AUTHOR]

This paper offers new qualitative insights into ongoing internationalization processes in Japanese higher education. Drawing on ideas from migration studies and informed by analysis of junior international faculty members' (JIFs) experiences in Japanese universities, we posit a novel, actor-centered typology of internationalization that delineates between integration, assimilation, and marginalization of mobile actors, and considers their implications in practice. Twenty-three interviews were conducted with JIFs from a variety of disciplines and institutions across Japan. Findings indicated a pattern of disillusionment with their role in internationalization, as many perceived themselves to be tokenized symbols of internationalization rather than valued actors within it. Participants identified various barriers which prevented them from participating in the academic "mainstream" and confined them to peripheral roles. We argue that their experiences are indicative of assimilative and marginalizing forms of internationalization, which pose persistent barriers to reform in Japanese universities despite decades of state-sponsored internationalization. [ABSTRACT FROM AUTHOR]

This paper is a conversation-analytic examination of video-recorded interactions between questioners and test takers during an English oral proficiency exam for international teaching assistants (ITAs). We focus on the test takers' repair strategies identified in our data, and describe how distinct repair strategies influence the repair solution in the next turn. The test takers' open-class repair initiator (e.g., "sorry?") is likely to be treated as a hearing problem, and thus is responded to with the questioners' repetition of the question. In contrast, the test takers' targeted repair initiator (e.g., "what do you mean by x?") is likely to be treated as an understanding problem, and thus is responded to with the questioners' reformulation of the question. This reformulation generally helps the test takers successfully respond to the question despite the initial understanding problem. The findings have implications for teaching oral communication skills to ITAs, repair strategies in particular. They also contribute to improving performance- based oral proficiency exam by introducing different sequential trajectories that emerge from problems in hearing or understanding. [ABSTRACT FROM AUTHOR]

LGBTQ+ teachers are an understudied and overlooked population in educational research, especially in the nascent field of international teacher studies. International teachers must contend with new kinds of precarity than they are used to in their home countries, and these kinds of precarity are more threatening to LGBTQ+ and BIPOC teachers. This paper is a call to recognize not only the experiences of LGBTQ+ teachers in the international teaching community, but also the heteronormative and racial biases that come into play in the hiring of teachers, both in the United States and international schools. [ABSTRACT FROM AUTHOR]

An over-looked global educational development has been the exponential growth of ‘international schools’. The field in 2014 involved almost 350,000 educators in over 7000 English-medium schools in non-English-speaking countries. This is expected to rise to half a million educators, mainly American and British, in 10,000 schools by 2022. The field has never constituted a ‘system’, and it remains largely uninspected, unmonitored and unregulated. There was substantial evidence from both social media comment and real-life reports in the popular press during 2013 and 2014 that the field is becoming an increasingly precarious one for teachers. [ABSTRACT FROM PUBLISHER]

The success of Canada's immigration policy is intrinsically tied to employment of an immigrant workforce. Teaching is the fourth largest profession among Canadian immigrants, yet immigrants whose occupations are in education are three times less likely to be employed in their matching profession. Failure to incorporate an immigrant workforce not only affects economic success, but has repercussions for immigrant professional identity. This paper reflects on the development of professional identity for twelve internationally educated immigrant teachers (IETs) seeking to reposition themselves as teachers in the Greater Vancouver area of British Columbia, Canada. Through qualitative interviews and Life Positioning Analysis (Martin, 2013), this research explored the role of significant others in facilitating or impeding IETs' inclusion into the teaching force and subsequent effects on professional identity development. Language and linguistic abilities emerged as a pervasive theme. Participants found acceptance and validation of their language and cultural differences through the perspectives of the students with whom they came into contact. In contrast, the professional teaching community's perspectives in regard to accents and language proficiency caused IETs to question their competence and negatively impacted their professional identities. Implications for practice with respect to supporting IETs repositioning are offered. [ABSTRACT FROM AUTHOR]

Prior research on the professional development of International Teaching Assistants (ITAs) focuses mostly on ITAs' language skills (e.g., Rounds, 1987; Nelson, 1989) and pedagogical development (e.g., Bailey, 1984, with little investigation of ITAs' identity formation. Nevertheless, as Beijaard, Meijer, & Verloop (2004) argue, teachers' professional identity, namely the relationship between teachers' self-image and the teacher role they have to play (Volkmann &Anderson, 1998), is the basis for teachers' meaning-making. Consequently, exploring how ITAs understand and develop their professional identities is essential. This study, drawing on a second language socialization perspective (Duff, 2011; Kim & Duff, 2012; Duff & May, 2017), examines how a focal ITA's professional identity develops over time in one quarter as she teaches a class and negotiates with students during class discussion sessions, and attends TA discussions with other TAs. Data were gathered from multiple sources, including audio recordings of the focal ITA's ("Fay") TA discussion sessions over one quarter and a bi-weekly interview with Fay to allow triangulation of data, which were analyzed using discourse analysis. The focal ITA's professional identity transformed through three phases--from the "Sesame Street model" to the "parent-like model," and finally to "students' achievement-oriented model." Across these three phases, Fay actively constructed her understanding of her professional identity through (re)examination and (re)negotiation of the differences among several different models of teaching, some encountered back home in Taiwan and some encountered here in the United States. I conclude that Fay's language socialization process of learning to be an ITA is a complex one which involves multiple identities and hybrid practices. [ABSTRACT FROM AUTHOR]

Prior research on the professional development of International Teaching Assistants (ITAs) focuses mostly on ITAs' language skills (e.g., Rounds, 1987; Nelson, 1989) and pedagogical development (e.g., Bailey, 1984, with little investigation of ITAs' identity formation. Nevertheless, as Beijaard, Meijer, & Verloop (2004) argue, teachers' professional identity, namely the relationship between teachers' self-image and the teacher role they have to play (Volkmann &Anderson, 1998), is the basis for teachers' meaning-making. Consequently, exploring how ITAs understand and develop their professional identities is essential. This study, drawing on a second language socialization perspective (Duff, 2011; Kim & Duff, 2012; Duff & May, 2017), examines how a focal ITA's professional identity develops over time in one quarter as she teaches a class and negotiates with students during class discussion sessions, and attends TA discussions with other TAs. Data were gathered from multiple sources, including audio recordings of the focal ITA's ("Fay") TA discussion sessions over one quarter and a bi-weekly interview with Fay to allow triangulation of data, which were analyzed using discourse analysis. The focal ITA's professional identity transformed through three phases--from the "Sesame Street model" to the "parent-like model," and finally to "students' achievement-oriented model." Across these three phases, Fay actively constructed her understanding of her professional identity through (re)examination and (re)negotiation of the differences among several different models of teaching, some encountered back home in Taiwan and some encountered here in the United States. I conclude that Fay's language socialization process of learning to be an ITA is a complex one which involves multiple identities and hybrid practices. [ABSTRACT FROM AUTHOR]

The Refugee Teachers Program, established at the University of Potsdam, Brandenburg, in 2016, represents a successful model for training and integrating individuals with foreign teaching qualifications through an 18-month teaching and language course. Initially created to help meet the demand for teachers in Germany, the Refugee Teachers Program has been further refined over the course of the last three years in the light of expert meetings, theoretical considerations, and negotiations with the Brandenburg Ministry of Education. This was the first program of its kind in Germany, following an influx of people being forced to migrate from countries such as Syria, Afghanistan, and Iraq in 2015. The program responded to these international events by providing training, work, and refuge for migrants who already had teaching experience in their home countries. More than 85 participants successfully completed the program and many have taken up newly created positions as teachers and pedagogical assistants in German schools. However, a number of hurdles still remain before most of the program's graduates can be granted full employment as teachers in Germany. [ABSTRACT FROM AUTHOR]

International teaching experiences are increasingly being offered as an option in teacher education programs as a way of addressing goals related to internationalization such as developing intercultural competence and preparing teachers for "super-diversity" in education. However, there has also been some concern expressed that international teaching experiences may simply reinforce stereotypes and contribute to deficit thinking about diversity and difference. This article critically evaluates the literature relating to international teaching experiences, using postcolonial theory to interrogate the dominant discourses in this field. In particular, discourses of transformation, aid, and gratitude are prominent in the literature and their problematic nature and impact on developing equitable partnerships with host schools and institutions, and in terms of challenging and changing student teachers' intercultural competence is discussed. Drawing on studies that have taken a more critical approach, practices that can promote equitable partnerships and mutually beneficial experiences for both hosts and visitors are suggested. [ABSTRACT FROM AUTHOR]

This study aimed to examine the pre-service teachers' (PSTs) learning experiences of international teaching practicum (ITP) in Indonesia. The researchers employed a case study research design and the participants comprised three female PSTs majoring in Mathematics from a Malaysian public university who undertook the ITP in a public junior high school in Indonesia for eight weeks. The data were collected from the PSTs' reflective journals and face-to-face interviews which were analysed using the Interpretative Phenomenological Analysis. The findings revealed four major themes of their learning experiences of ITP, namely mathematics lesson planning, mathematics teaching and learning, guidance from mentor teacher and contributions to the school. The study indicates that ITP could be an alternative platform for PSTs to gain positive learning experiences and prepare them for the challenging teaching environment in the times of globalization. [ABSTRACT FROM AUTHOR]

Most schemes that rank universities for their level of internationalisation are based on compositional criteria, such as the numbers of international students and staff, and student mobility numbers. Yet if such diversity is to be meaningful beyond financial benefits and enhance the quality of education and research, including stimulating growth in (inter alia) intercultural competence, other measures are needed. Research in the intercultural field indicates that two foundational elements are required for this stimulation: (a) positive attitudes (e.g. openness and curiosity) towards diversity and motivation to learn about/engage with it and (b) experiences of difference that challenge people's viewpoints, ideas and ways of doing things. Yet these variables are rarely probed simultaneously in higher education research. This article reports a study that used a tool to probe both of these elements in combination, in relation to three facets relevant to internationalisation: social integration, academic integration and global opportunities and support. The study draws on data from 2360 students, gathered from four different countries, to explore how the opportunity benefits offered by diversity are being perceived and exploited by the respondents. The interconnections between the variables are explored, along with similarities and differences in ratings across regional groups. The article ends by discussing the conceptual and strategic planning implications of the findings. [ABSTRACT FROM AUTHOR]

In this article the author discusses the terms Bildung, wisdom, dialogue and philosophical dialogue. The author understands Bildung as the spiritual education of the soul, involving the existential growth and maturation of the individual in her relation to herself, to other people, to the world and to a possible transcendent Other. The outcome of processes involving Bildung is argued to be increased wisdom. Dialogue, especially in the form of philosophical dialogue, is presented as a powerful way of enhancing students' Bildung towards wisdom. The theoretical discussion is linked to a practical example from the author's experience of teaching a course on philosophical dialogue in international teacher education in Norway. [ABSTRACT FROM AUTHOR]

Given the growing number of international teaching assistants (ITAs) on US campuses, ITAs have become critical members of US academic communities. Research related to ITAs' experiences in US classrooms reveals certain challenges that ITAs encounter as instructors in this new educational context. These challenges can be instructional, social, linguistic, or cultural in nature. In response to the need to provide incoming ITAs with both ongoing institutional and personal support, this pilot action research study investigates the impact of the use of reflective dialogic blogs on the ITAs in terms of their development of teaching expertise, cross-cultural awareness, and language skills at the completion of the ITA training course offered at a southwestern US university. The study involved a group of ITAs in online interactions via blogs with the ITA-training course instructor for the duration of one academic semester. Data collection focused on the content of the ITAs' writing and their perceptions of the effectiveness of reflective dialogic blogs in regard to their development as instructors. The results suggest that more attempts to use tools such as reflective dialogic blogs should be made in the future. The article also suggests possible modifications for the use of reflective dialogic blogs with prospective students. [ABSTRACT FROM AUTHOR]