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Challenges and facilitators of new teachers’ professional socialization in international schools in Saudi Arabia
Leadership and Policy in Schools Pub Date : 2020-08-19 , DOI: 10.1080/15700763.2020.1811878
Mohamed M. Ghoneim Sywelem 1
Affiliation  

ABSTRACT

This study examines the professional socialization of new teachers in Saudi Arabia’s international schools. Semi-structured interviews were undertaken with 14 teachers of diverse nationalities. The study highlighted teachers’ recognition, integration, and collaboration in the workplace as prominent facilitating factors, while lack of support, unmet expectations, and language barriers were highlighted as prominent challenges. The study identified some coping strategies developed by teachers to overcome these challenges, which have implications for further research and practice. Apart from developing an empirical picture of teachers’ professional socialization in international schools, the study also provides further insight into cross-cultural socialization processes.



中文翻译:

沙特阿拉伯国际学校新教师职业社会化的挑战与促进者

摘要

本研究考察了沙特阿拉伯国际学校新教师的职业社会化。对 14 名不同国籍的教师进行了半结构化访谈。该研究强调教师在工作场所的认可、整合和协作是突出的促进因素,而缺乏支持、未满足的期望和语言障碍被强调为突出的挑战。该研究确定了教师为克服这些挑战而制定的一些应对策略,这些策略对进一步的研究和实践具有重要意义。除了发展国际学校教师专业社会化的实证图景外,该研究还提供了对跨文化社会化过程的进一步洞察。

更新日期:2020-08-19
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