This qualitative research study analyses the causal conditions of educational, cultural and ideological issues that emerged as a result of Expatriate teaching experiences in secondary schools in Singapore. The study also examines how the foreign educational environment affects the performance of the Expatriate Teacher (ExT). Specifically, the results provide insight into how Expatriate Teachers (ExTs) conceive of notions of work, teaching and learning and how they come to terms with, and adjust to employment within a foreign teaching environment. Seven teacher-participants were selected on the basis of their individual experiences as an ExT or experiences working alongside ExTs. Semi-structured interviews were conducted in the UK, Singapore and Australia to explore teacher-participants' teaching conceptions and experiences. Two Pilot interviews were conducted prior to the Interview Schedules being made available to the participants. One pilot interview was subsequently included in the analysis. Aspects of Grounded Theory methodology, in particular the Constant Comparison method, were utilised to categorise and analyse data. Analysis of the data was also facilitated using the computer software programme NUD*IST 6. The findings identified three related and interwoven themes which categorised the issues as experienced by the seven teacher-participants. One is the Conditional Variables of the physical, structural and organizational setting. The second is the resident Proficiencies and Attributes of the ExT, which includes ideologies, values and expectations. The third includes Configurations of Culture such as work culture, subject culture and cultural adaptations. The study outlines how Incongruity and Dissonance can operate within and between these three themes and indicates implications for improving the experiences of ExTs and other stakeholders.

The present inquiry sets out to explore the self as an expatriate eacher working in international schools, through the lens of ositioning. To better understand complex phenomena such as the self and its episodic encounters in the social arena, this study uses positioning theory as an analytical framework. The self is followed as it moves from its private sphere to the social milieu where it takes on its multiplicity, as a social being. The dynamics of positioning is illustrated by the mutually determined triad. Hence, the self is looked at in one of its main social engagements: the recruitment where the social episode is mutually framed by the storylines of the participants, the social force and the position taken on. Illustrations are given to exemplify and extend the use of positioning theory in an international school context. The implications brought up by the results of the present inquiry are applicable not only to the expatriate teacher but also to the wider expatriate community.

This diploma thesis deals with the issue of culture shock and its relationship to the pedagogical activities of North-American teachers working in kindergartens, primary and secondary, or language schools in the Czech Republic. The aim of this work is to understand how North-American teachers experience culture shock in the Czech Republic, and to find out how they perceive the impact of culture shock in their pedagogical activities. The theoretical part of the thesis presents a description of the concept of culture, the specifics of intercultural communication which is followed by the concept of culture shock, presents selected theories dealing with culture shock, its phases, and preparation for the experience in the new culture. At the end of the theoretical part, the specifics of foreign teachers in the Czech Republic and the educational system in the USA will be described. The practical part of this work is a qualitative research conducted in the form of semi-structured interviews with 12 North-American teachers who live and work in the Czech Republic. The results were analyzed by the method of thematic analysis. It brings the finding that participants are negatively affected by interactions and contact with strangers, while in a positive way, culture shock is affected by voluntariness of their...