This paper explores the identity of teachers in international schools who are embarking on postgraduate studies in education. Based on semi-structured interviews with 20 teachers starting an international qualification, it establishes key aspects of their identity and notes that they feel distinct from teaching professionals in their passport countries. From this discussion, a tool-box of concepts for understanding the identity of international school teachers is suggested, together with a typology of international school teachers echoing Hayden & Thompson’s (2013) typology of international schools. It is suggested that these concepts require further exploration and empirical substantiation in order both to understand their implications for addressing teacher shortages and to understand the knowledge, skills and attitudes that teachers with non-conventional qualifications and backgrounds may offer to schools.

中文翻译：

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探索国际学校的教师身份：研究的关键概念

本文探讨了国际学校中从事教育研究生学习的教师的身份。基于对 20 名开始获得国际资格的教师的半结构化访谈，它确定了他们身份的关键方面，并指出他们感觉与护照国家的教学专业人员不同。从这个讨论中，我们提出了一个理解国际学校教师身份的概念工具箱，以及与海登和汤普森 (Hayden & Thompson) (2013) 国际学校类型学相呼应的国际学校教师类型学。建议这些概念需要进一步探索和实证证实，以了解它们对解决教师短缺问题的影响并了解知识，