Mobility, place and affect in transnational teacher education graduates' accounts of their first year teaching. (January 2018)

• Record Type: Journal Article
• Authors: Anderson, Vivienne; Young, Sharon; Blanch, Keely; Smith, Lee
• Is Part Of: Teaching and teacher education. Volume 69(2018)
• Page Start: 11
• Page End: 20
• Publication Date: 2018-01
• Subjects: Mobility -- Internationalisation -- Affect -- Beginning teachers -- Malaysia -- New Zealand; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2017.09.010
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: In this article, we consider how mobility, immobility, embodiment and affect appeared in research with 13 beginning teachers who were 'bonded' graduates of a twinned (Malaysia-New Zealand) teacher education programme. We discuss the teachers' accounts of moving place, and being placed in new schools; 'moving selves', or experiencing a changed sense of self as new teachers; 'moving students', or seeing shifts in students' educational outcomes; and being moved by (responding affectively to) student learning and behaviour. Our study highlights the need in internationalised teacher (and higher) education to pre-empt challenges inherent in moving 'home' or to new places to work. Highlights: Beginning teaching involves both mobility and immobility for bonded teachers. Overseas-educated teachers in Malaysia faced high expectations when they returned. The teachers described grappling with contrasting understandings of best practice. The teachers also described 'shifting' personally and professionally. Bonded pre-service teachers should be encouraged to anticipate 'return' challenges.