Titlebook: International Teachers’ Lived Experiences; Examining Internatio Adam Poole Book 2021 The Editor(s) (if applicable) and The Author(s), under

轉(zhuǎn)變

書目名稱International Teachers’ Lived Experiences影響因子(影響力)




書目名稱International Teachers’ Lived Experiences影響因子(影響力)學(xué)科排名




書目名稱International Teachers’ Lived Experiences網(wǎng)絡(luò)公開度




書目名稱International Teachers’ Lived Experiences網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱International Teachers’ Lived Experiences被引頻次




書目名稱International Teachers’ Lived Experiences被引頻次學(xué)科排名




書目名稱International Teachers’ Lived Experiences年度引用




書目名稱International Teachers’ Lived Experiences年度引用學(xué)科排名




書目名稱International Teachers’ Lived Experiences讀者反饋




書目名稱International Teachers’ Lived Experiences讀者反饋學(xué)科排名

JUST

CANDY

不來(lái)

International Teachers’ Lived Experiences978-3-030-78686-1Series ISSN 2731-6424 Series E-ISSN 2731-6432

青春期

https://doi.org/10.1007/978-3-030-78686-1international schooling; international school teachers; narrative research; teacher identities; autoethn

Pepsin

ANTH

Book 2021rs who fell into teaching through happenstance or necessity, a group of teachers increasingly seeking refuge in Chinese Internationalised Schools. Chinese Internationalised Schools cater to an affluent middle class in China, offering some form of international curriculum which is taught by host coun

contradict

2731-6424 ons of international school teachers‘ lived experience.Offer.This book explores the emerging and under-researched phenomenon of internationalised schooling in China. It focuses on a group of “accidental” teachers who fell into teaching through happenstance or necessity, a group of teachers increasin

Analogy

Mapping the International School Landscape: Situating Chinese Internationalised Schools,nt reality of the market, which has seen the emergence of internationalised schools in the global South. The chapter also explores the concept of The Chinese Internationalised School, and offers more contextual information about the research site, WEST.

闖入

International School Teachers: Motivations and (Mis)conceptions,e participants using an autoethnographic approach—that is, they will introduce themselves in their own words with very little interpretative gloss from the author. This is designed to ‘give voice’ to the participants and also to establish significant biographical details that help to frame subsequent chapters.