TCK Professional Development for International School Teachers in China

Yvonne McNulty () and Margaret Carter ()
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Yvonne McNulty: Shanghai University
Margaret Carter: James Cook University

Chapter 5 in Proceedings of the International Conference on Managing the Asian Century, 2013, pp 39-46 from Springer

Abstract: Abstract In this paper we draw on a qualitative study of 21 focus groups at two international schools in China, to examine the professional development of international school teachers in response to the needs of third culture kids (TCKs). Comparing the perspectives of 42 teaching staff and 37 parents, this study presents new perspectives and insights in exploring whether teachers at international schools in China have the skills and competencies to be responsive to the needs of TCKs, and where gaps in their professional development may exist.

Keywords: Focus Group; Professional Development; Teaching Staff; International School; Ongoing Professional Development (search for similar items in EconPapers)
Date: 2013
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-981-4560-61-0_5

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DOI: 10.1007/978-981-4560-61-0_5

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