The teaching profession in England and Wales has been experiencing a steady decline in its workforce, with a significant number of teachers making the decision to move abroad and teach in international schools. Teachers cite working conditions, institutional pressures and pay and conditions at home as reasons to seek employment elsewhere. Meanwhile, exploring teachers’ experiences of teaching abroad is a relatively new area of research. The growth of international schools from 1964, when there were only around 50 such schools, to 2017, with over 8,000 international schools and some 420,000 teachers, indicates a need to understand teachers’ personal and professional experiences as they navigate these different contexts. This research presents a small case study of how autoethnography can be used as a methodological tool to support international teachers in revealing changes in their teacher identity, as well as promoting the development of their sense of self-efficacy within different sociocultural school contexts. Through Julia Sahling’s autoethnographic study, this paper explores how teachers may be able to actively engage in critical reflective practice in order better to understand these dynamic transitions, as well as the implications of teaching in multiple international contexts.

英格兰和威尔士的教学专业队伍一直在稳步下降，有大量的老师决定出国留学并在国际学校任教。教师将工作条件，机构压力，薪资和家庭条件作为在其他地方寻求工作的理由。同时，探索教师的海外教学经验是一个相对较新的研究领域。从1964年的国际学校增长到当时的50所左右，到1964年，拥有8,000余所国际学校和约42万名教师，这表明国际学校需要了解教师的个人和专业经验，因为他们在不同的环境中导航。这项研究提供了一个小案例研究，说明如何使用民族志学作为一种方法工具来支持国际教师揭示其教师身份的变化，以及促进他们在不同社会文化学校背景下的自我效能感的发展。通过朱莉娅·萨林（Julia Sahling）的民族志研究，本文探讨了教师如何能够积极参与批判性反思实践，以便更好地理解这些动态变化以及在多种国际环境中教学的意义。