Understanding Teacher Identity as an International Teacher: An Autoethnographic Approach to (Developing) Reflective Practice

• Published in: Journal of research in international education Vol. 20; no. 1; pp. 33 - 49
• Main Authors: Sahling, Julia, De Carvalho, Roussel
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.04.2021
• Subjects: Case Studies; Cultural Context; Cultural Differences; Cultural Influences; Decision Making; Ethnography; Expectation; Faculty Mobility; Foreign Countries; International Schools; Journal Writing; Professional Identity; Reflective Teaching; Self Concept; Self Efficacy; Teacher Attitudes; Teacher Salaries; Teaching Conditions; Teaching Experience; Vignettes; United Kingdom (Wales); United Kingdom (England); international teacher; reflective practice; autoethnography; self-efficacy; Teacher identity
• ISSN: 1475-2409; 1741-2943
• DOI: 10.1177/14752409211005380

The teaching profession in England and Wales has been experiencing a steady decline in its workforce, with a significant number of teachers making the decision to move abroad and teach in international schools. Teachers cite working conditions, institutional pressures and pay and conditions at home as reasons to seek employment elsewhere. Meanwhile, exploring teachers’ experiences of teaching abroad is a relatively new area of research. The growth of international schools from 1964, when there were only around 50 such schools, to 2017, with over 8,000 international schools and some 420,000 teachers, indicates a need to understand teachers’ personal and professional experiences as they navigate these different contexts. This research presents a small case study of how autoethnography can be used as a methodological tool to support international teachers in revealing changes in their teacher identity, as well as promoting the development of their sense of self-efficacy within different sociocultural school contexts. Through Julia Sahling’s autoethnographic study, this paper explores how teachers may be able to actively engage in critical reflective practice in order better to understand these dynamic transitions, as well as the implications of teaching in multiple international contexts.