Affective Practice Architectures of Professional Learning in International Schools

Autor/inn/en	Kostogriz, Alexander; Adams, Megan; Bonar, Gary
Titel	Affective Practice Architectures of Professional Learning in International Schools
Quelle	In: Studies in Continuing Education, 44 (2022) 2, S.247-265 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kostogriz, Alexander) ORCID (Adams, Megan) ORCID (Bonar, Gary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2022.2043267
Schlagwörter	International Schools; Professional Development; Foreign Nationals; Teacher Background; Cultural Differences; Elementary Secondary Education; Foreign Countries; Work Environment; Teacher Attitudes; Middle East; China + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Ausländer; Ausländerin; Kultureller Unterschied; Ausland; Arbeitsmilieu; Lehrerverhalten; Vorderasien
Abstract	This article focuses on practice architectures of international schools that create affective atmosphere for the professional learning and becoming of international-hire and local-hire teachers. We use the concept of precarious labour to explore relational tensions and their effects on the professional learning of teachers and school leaders. Empirical data are drawn from two case study schools located in two major countries that offer international education. The data sets include interviews with school leaders and international and 'local' teachers. The analysis focuses on relational tensions experienced by teachers in these schools. The article argues that the affective atmosphere of teacher workplaces produces a force -- a sense of precariousness -- that envelopes teachers and oppresses them. At the same time, it also provides the very conditions for their professional learning in international workplaces. From this practice-ontological perspective, therefore, it is important to recognise the primacy of affect in the professional learning of teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01