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TCK Professional Development for International School Teachers in China

In: Proceedings of the International Conference on Managing the Asian Century

Author

Listed:
  • Yvonne McNulty

    (Shanghai University)

  • Margaret Carter

    (James Cook University)

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.

Suggested Citation

  • Yvonne McNulty & Margaret Carter, 2013. "TCK Professional Development for International School Teachers in China," Springer Books, in: Purnendu Mandal (ed.), Proceedings of the International Conference on Managing the Asian Century, edition 127, chapter 5, pages 39-46, Springer.
    • Handle: RePEc:spr:sprchp:978-981-4560-61-0_5
    DOI: 10.1007/978-981-4560-61-0_5
    as

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