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Re-imagining teachers identity and professionalism under the condition of international education
Around the world, 4.3 million students are engaged in international education each year. However, there is a paucity in theory and empirical research on teachers professionalism in international education. This paper aims to fill out this gap and contribute to our understanding of teachers changing roles and identity due to the impact of internationalisation and the growth of international students. Drawing on positioning theory as a conceptual framework to understand teachers roles and identity, this paper shows the emergence of teacher sub-identities as a reciprocal intercultural learner and an adaptive agent. It argues that these sub-identities are central to teachers development of cosmopolitan qualities in the contemporary context of international education.
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Journal
Teachers and teaching: theory and practiceVolume
21Issue
8Pagination
958 - 973Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
1354-0602Language
engPublication classification
C1 Refereed article in a scholarly journal; C Journal articleCopyright notice
2015, Taylor & FrancisUsage metrics
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