From Preparation to Practice: The Adjustment Journey of Teachers in Canadian Curriculum Schools Overseas

Abstract

This chapter examines the challenges teachers face in adjusting to teaching internationally. By focussing on adjustment among expatriate teachers in Canadian curriculum schools, the data suggests disconnects between teachers who use a Canadian provincial curriculum, school administrators and official government documents. The data was collected from three sources: a survey of teachers from eight schools, interviews with school administrators who employed the teachers and a review of provincial government documents from Alberta, Manitoba, Ontario and Nova Scotia. Our analysis of the data revealed that teachers were not adequately prepared for international teaching, resulting in limited reflexivity and awareness of their positionality. We also observed that teachers perceived themselves as having improved their teaching competencies over time. There was little coordination between provincial governments, international teacher preparation stakeholders and school leaders, which stifled teacher development and integration. Based on the study findings, we suggest that greater collaboration among these three stakeholders would better support teachers and their reflexivity. We recommend enhancing international education coursework, implementing pre-departure orientations for teachers planning to work in Canadian curriculum schools and developing a school-based mentorship programme for incoming teachers. Discussion questions fostering critical awareness for future international teachers conclude the chapter.