Leaving Home, Teaching Abroad, Coming Home: a Narrative Journey of International Teaching
Bibliographic record
Abstract
This dissertation tells a research story about Canadian educators and the journey of international teaching.In reading this work you will become familiar with dimensions of experience at what some international teachers call "education's best kept secret"international schools.Although international schools do not feature significantly in educational research, their impact on the lives of teachers who inhabit their classrooms is significant.In this dissertation you will discover how the Canadian teachers in this study narrate their reasons for considering international teaching, their experiences in obtaining overseas positions, their professional and personal perceptions of teaching abroad, their reasons for staying overseas, and what it means to come back to Canada.This metaphorical journey of international teaching encompasses three embedded narrative phases: leaving home, teaching abroad, and coming home.Along this journey of international teaching, Canadians share what it means to be a Canadian at global international institutions.This study addresses a gap in the literature on international education: the perspectives of 110 Canadian teachers at three different stages of the journey of international teaching: (a) those considering positions at international schools, (b) those currently working abroad, and (c) those who have returned to Canada after overseas appointments.The stages and the borderlands along the journey provide the opportunity to find home in places both imagined and unanticipated.Interpreting this metaphorical journey through the tensions and possibilities that occur in the borderlands offers insight for both teacher education and teacher identity in local and global contexts.Gratitude I have not taken this journey alone Thank you to my supervisor and committee members.Rebecca Luce-Kapler, your insight and guidance have been just the right blend of words of support and questions that challenge.Thank you for helping me to find my writing voice, transforming my understanding of what research can be, and teaching me how to say no.You have given me the gift of knowing the importance of
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".