Mobility, place and affect in transnational teacher education graduates’ accounts of their first year teaching
ARTICLE
Vivienne Anderson, Higher Education Development Centre, New Zealand ; Sharon Young, Educational Assessment Research Unit, New Zealand ; Keely Blanch, University of Otago College of Education, New Zealand ; Lee Smith, Sir John Walsh Research Institute, New Zealand
TATE Volume 69, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
Citation
Anderson, V., Young, S., Blanch, K. & Smith, L. (2018). Mobility, place and affect in transnational teacher education graduates’ accounts of their first year teaching. Teaching and Teacher Education: An International Journal of Research and Studies, 69(1), 11-20. Elsevier Ltd. Retrieved August 7, 2024 from https://www.learntechlib.org/p/202821/.
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Teaching and Teacher Education: An International Journal of Research and Studies
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Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.
