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International School Teachers' Professional Development in Response to the Needs of Third Culture Kids in the Classroom

International School Teachers' Professional Development in Response to the Needs of Third Culture Kids in the Classroom

Margaret Carter, Yvonne McNulty
Copyright: © 2016 |Pages: 23
ISBN13: 9781466686328|ISBN10: 1466686324|EISBN13: 9781466686335
DOI: 10.4018/978-1-4666-8632-8.ch076
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MLA

Carter, Margaret, and Yvonne McNulty. "International School Teachers' Professional Development in Response to the Needs of Third Culture Kids in the Classroom." Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 1397-1419. https://doi.org/10.4018/978-1-4666-8632-8.ch076

APA

Carter, M. & McNulty, Y. (2016). International School Teachers' Professional Development in Response to the Needs of Third Culture Kids in the Classroom. In I. Management Association (Ed.), Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications (pp. 1397-1419). IGI Global. https://doi.org/10.4018/978-1-4666-8632-8.ch076

Chicago

Carter, Margaret, and Yvonne McNulty. "International School Teachers' Professional Development in Response to the Needs of Third Culture Kids in the Classroom." In Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1397-1419. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8632-8.ch076

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Abstract

This chapter draws on an exploratory qualitative study of 20 teaching staff at an international school in Singapore to examine the professional development needs of international school teachers in response to the needs of Third Culture Kids (TCKs). It explores what the needs of TCKs are, whether teachers at an international school in Singapore have the skills and competencies to be responsive to these needs, and where gaps in professional development for international schoolteachers may exist. Evidence shows that no professional development training in relation to TCKs is provided specific to the international context in which teachers are employed. Issues that are poorly addressed include staff induction, student transitions and identity issues, language support, pastoral care, and curriculum training. Findings contribute to the educational leadership and management of international schoolteachers by contextualizing professional development as a facet of organizational leadership.

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