Internationalising Teachers in the Global Education Landscape
Explore the concept of internationalising teachers in the context of global education, focusing on the characteristics of experienced international educators, tools required for success, and the role of international educators in shaping students' outcomes. Delve into the impact of globalisation, curricula diversity, student demographics, and community engagement. Highlight research findings on intercultural sensitivity and educational approaches that promote international perspectives.
- Global Education
- International Teachers
- Inter-cultural Sensitivity
- Educational Research
- Student Outcomes
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
INTERNATIONALISING TEACHERS AIE 2017 - Wayne Richardson Head of School PYP RAK Academy, UAE
WHO ARE WE?Ras Al Khaimah Academy VISION: A centre of excellence in learning at the heart of the community. Founded in 1975 and established under the royal patronage of His Highness Sheikh Saud bin Saqr Al Qasimi Located: one hour north of Dubai One Academy K-13, Two Campuses, Three Schools NOR: 3600, 3-18 years old Curricula (authorized): Arabic, IBPYP, ENC, IGSCE, IBDP, A Levels Students: 60% Emirati, 40% Foreign, 65 nationalities Teachers: 307 - 21 nationalities, (705 staff) Accredited: CIS, BSME; licensed by UAE MOE www.rakaonline.org
True or False ? (2 mins) Internationalising of schools is driven by globalisation, economics, resources, technology, communication advancements, politics, climate change, research, etc T/F We can stop any of the above T/F Teachers are graduating internationalised T/F Teachers become internationalized after one year of teaching in an international school T/F Discuss: what are the characteristics of a truly experienced international teacher? 1. 2. 3. 4. 5.
Internationalising Teachers (briefly) Vision and mission National and International curricula Student population national, expatriate, beliefs, values, religions Parents, community, host country School staff teachers, TAs, Office, maintenance, Board, What would an international teachers tool set contain? Commitment to embedding the school vision and mission, PD training in curricula, engagement with students, parents, colleagues, A mindset shift what would it look like? What would the clues be?
Internationalising Teachers As international educators, what is our role? As international educators, what are the expected outcomes of a student having been schooled internationally?
Internationalising Teachers Research: books and articles: Standish (2012) p.145 cites Wisconsin Dept. of Public Instruction (2002) + Tourist Classroom > Traveller Classroom > Global Classroom Hammer, Bennett, and Wiseman (2003) Defining, measuring and developing intercultural sensitivity. + Denial > Defence > Minimization (Ethnocentrism) > Acceptance > Adaptation > Integration (Ethnorelativism) cited in ISJ Taylor (2014) p.27 Bates (2011) Teachers for the International School of the future pp.83-98 + Research Brain functions; + International Mindedness; + Student population EAL, local and expat; + Localised knowledge geography, history, politics, religion / beliefs, and language; + Career progression. + Technology; + Intercultural sensitivity;
What are the characteristics of a truly experienced international teacher? What would it look like? What would the clues be? As international educators, what is our role? As international educators, what are the expected outcomes of a student having been schooled internationally?
