TCKs in the classroom: international school teachers professional development needs in response to the needs of third culture kids

Carter, Margaret-Anne, and McNulty, Yvonne (2012) TCKs in the classroom: international school teachers professional development needs in response to the needs of third culture kids. In: 26th Annual Australian and New Zealand Academy of Management Conference. ANZAM-2012-031. pp. 1-15. From: Managing for Volatility and Stability: 26th ANZAM Conference, 5-7 December 2012, Perth, WA, Australia.

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Abstract

In this paper we draw on an exploratory qualitative study of 23 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). We argue that international school teachers require a specialised set of skills and competencies to effectively cater for the specific needs of TCKs in the international school setting, which may be lacking. This study presents new perspectives and insights in exploring what the specific 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 school teachers may exist.

Item ID: 23515
Item Type: Conference Item (Research - E1)
ISBN: 978-0-9874158-0-6
Keywords: career development; ethnic pedagogy; professional development
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Date Deposited: 12 Apr 2013 05:41
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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