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International Education: Perceptions of Teachers in International Schools

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Abstract

As a contribution to research in the field of international education, this study investigated the views of a number of teachers based in 'international schools' around the world with respect to the importance of a range of different factors in contributing to the experience of international education for students. In considering responses with a view to identifying the key features of such an education from the teacher perspective, responses were categorised in terms of their relationship to a number of dimensions including exposure to other students within school, the influence of teachers, the formal curriculum, links with the local community and informal aspects of school. Results showed a clear perception of the importance of the influence of teachers and of exposure to other students within school, with informal activities being considered least important. Comparison with a previous study investigating the perceptions of undergraduates with respect to their own school-based international education suggests differences in perceived importance between the two groups. Results suggest the direction for future research in this area, including consideration of the perceptions of students still at school with respect to the same set of issues.

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Authors and Affiliations

  1. Thompson CBE, CEIC, Department of Education, University of Bath, Claverton Down, Bath, BA2 7AY, UK

    M. C. Hayden & J. J. Thompson

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  1. M. C. Hayden
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  2. J. J. Thompson
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Hayden, M.C., Thompson, J.J. International Education: Perceptions of Teachers in International Schools. International Review of Education 44, 549–568 (1998). https://doi.org/10.1023/A:1003493216493

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  • DOI: https://doi.org/10.1023/A:1003493216493

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