The study focuses on two interrelated questions: What competencies do teachers need to teach successfully internationally? And, how might those competencies be addressed in teacher education? Participants’ responses to interview questions were analyzed by our research team and are presented under five themes: context, motivation, challenges, competencies, and preparation.
The qualitative pilot study described in this chapter examines the experience of 12 Canadian teachers working in two contexts: a Canadian international school in East Asia and as overseas trained teachers in schools in England.
One feature of globalization in education is the movement of educators around the world to work in a variety of contexts. Globalization is a complex and multifaceted phenomenon that has significant implications for education generally and teacher education in particular. SEE CHAPTER ONE OF THIS BOOK FOR OUR PAPER. We also argue that this model will enable the development of stronger, more integrated validity arguments. We argue that this model of constructing consequential validity research provides researchers, test developers, and test users with a clearer, more systematic approach to examining the effects of assessment on diverse populations of students. We also conducted a systematic review of the publicly available documentation published on Canadian provincial and territorial government websites that discussed the purposes and uses of their large-scale writing assessment programs. We derived the cases from a systematic review of the literature published between January 2000 and December 2012 that directly examined the consequences of large-scale writing assessment on writing in- struction in Canadian schools. It illustrates this validity model through a series of instrumental case studies drawing on the research literature conducted on writing assessment programs in Canada. To this end, this paper provides a framework for conducting consequential validity research on large-scale writing assessment programs. The increasing diversity of students in contemporary classrooms and the concomitant increase in large-scale testing programs highlight the importance of developing writing assessment programs that are sensitive to the challenges of assessing diverse populations.
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