Principle, Practice, and Mindset: Understanding an Internationally-Minded Context for Teaching and Learning
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This qualitative research study investigates teaching and learning in an international school, and asks: (1) What are the stories of principle, practice, and mindset that foster internationally-minded teaching and learning in an international school context?; and (2) How might those stories inform the practices of teachers in increasingly culturally diverse domestic schools? A trifold conceptual framework of principle, practice, and mindset (Guo & Jamal, 2007) was used to design the process for data collection: (1) document analysis to examine principles such as intercultural competency; (2) classroom observations to identify elements of internationally-minded teaching practices; and (3) interviews to address the mindset of educators and administrators. The data collected from 25 documents, 60 hours of classroom observations, and 8 interviews were subsequently analyzed using van Manen’s (1997) three steps for hermeneutic phenomenological reflection, and were guided by Fowler’s (2006) approach to understanding narrative. Four resulting themes have been established: (1) personalized learning; (2) creative professionalism; (3) (con)temporary community; and (4) international-mindedness. These themes indicate a complex interconnectedness between stories of principle, practice, and mindset in an international school context, and highlight the significant role that teachers as intercontextual inquirers play in enhancing internationally-minded approaches to teaching and learning.