TCKs in the classroom: international school teachers professional development needs in response to the needs of third culture kids
Conference Publication ResearchOnline@JCUAbstract
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.
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Managing for Volatility and Stability: 26th ANZAM Conference
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978-0-9874158-0-6
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15
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Perth, WA, Australia
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Australian and New Zealand Academy of Management
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Perth, WA, Australia
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