Towards an Acculturation Framework for K-12 Educators who Live and Work Abroad: The Role of Teacher Training Institutions
Bibliographic record
Abstract
The demand for teachers overseas far outweighs the supply. International teachers become sojourners, or "betweensociety culture travelers" (Ward, et al., 2005, p. 6), but how do they manage to thrive once in their host country? Culture shock presents ubiquitous challenges for teachers. Policyscapes, metaphorical pools of diverse policies converging and sometimes clashing, are sure to add more challenges. This study explored factors affecting teacher thriving overseas. To date, research on expatriate teachers is scarce. Psychological acculturation theories have not covered teachers, which is significant because teachers guide students who are also acculturating. I developed a preliminary educator acculturation framework to inform my three-phase narrative qualitative study on educator acculturation, which explored the experiences of K-12 teachers and school leaders whose educator certification was completed at Anglo-Western institutions of higher education, and who were employed at international schools in Southeast and East Asia, and later sojourning school leaders. This article provides analyses of data from the study's first phase. Findings include evidence of acculturative stress, as well as personal and professional growth from sojourning. Propositions from the study include beginning a scholarly dialogue about educator acculturation, developing an educator acculturation framework, and translating acculturation understandings to praxes by means of reflection and professional development.
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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 | 0.002 |
| 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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".