教育国际化是当今教育全球化进程中的必然发展趋向，国家大力发展培养国际性人才，其中明显表现为近年国际学校的数量迅猛增长。与此同时，在中国国际学校任教的教师频繁出现如师资水平参差不齐和流动频繁等现象造成不少办学隐患，国际学校的运营问题成为热议话题。国际学校的教师肩负着培养国际人才的任务，社会和学术界对他们的关注度却并不高。因此，如何评价和培养国际学校高中教师是当前需要关注的问题之一。本文采用质性研究的方法，经过对北京市某所国际学校高中部的9名教师进行行为事件深度访谈（Behavioral Event Interview，简称BEI访谈法），搜集了一线教师在其职业生涯中个人亲身经历的3件成功的工作案例和3件失败的工作案例。笔者采用扎根理论的研究方法，总结提炼出国际学校高中教师的胜任力素质，并初步建立了国际学校高中教师的胜任力模型。该模型包括从业动机、人格特质、跨文化素养、专业知识和教学技能由内往外延伸的五个维度，其中包括成长型思维、跨文化沟通能力、职业成长意识和创新力等重要胜任力素质特征。笔者从访谈结果和中国国际学校高中教师胜任力模型中发现，学科知识、耐心、执行力等素质与中国公立高中教师的胜任力素质基本相同，公立高中教师胜任力模型强调的公平公正、自信、诚实等素质在本模型中尚未体现；领导能力、创新力、合作精神等素质与西方教师的胜任力素质基本相同，但在中国本土教师的胜任力模型中则较少体现。本研究模型中总结的文化认同感、国际视野、终身学习者、成长型思维等，是访谈过程中被提及次数较多且较为罕见，能区别于过往中西方教师胜任力模型中的教师胜任力素质特征，所以笔者认为是中国的国际学校高中教师需要具备的重要素质特征。最后，笔者基于研究建立的中国国际学校高中教师胜任力模型，为同类型的国际学校提供了有关教师选拔培养、评价和发展等方面的建议和评价依据，同时为新时代国际学校教师的胜任力素质赋予新的内涵。
The internationalization of education is an inevitable trend in the development of global education. China has made great efforts to develop and cultivate international talents, which is reflected in the rapid growth of the number of international schools in recent years. At the same time, there are phenomena such as uneven teacher qualifications and frequent mobility of international teachers in China, which cause many hidden problems. How to run an international school has become a hot topic in the society. Teachers in international schools have responsibilities of cultivating international talents, but they receive little attention overall. Therefore, how to evaluate and cultivate international teachers is an urgent matter to be solved at present.A qualitative research method is used to conduct in-depth Behavioral Event Interviews with 9 teachers in an international senior high school in Beijing. Based on the experiences that teachers describe in their careers, the author adopts the Grounded Theory Method to summarize the competency characteristics，and preliminarily constructed the competency model of teachers in international senior high school. This model consists 5 dimensions of professional motivation, personality traits, intercultural literacy, professional knowledge and teaching skills, including important competency characteristics such as growth mindset, intercultural communication ability, career growth awareness and creativity, etc. Based on the interview result and the competency model, the author finds that disciplinary knowledge, patience, execution ability and other competencies are basically the same as those of Chinese public high school teachers. The competency model of teachers in public high school emphasizes competencies such as fairness, confidence and honesty, which are not reflected in this model. Leadership, creativity, cooperation and collaboration and other competencies are basically the same as those of foreign teachers，but they have not reflected in the competency model of teachers in public school. The competency characteristics such as sense of cultural identity, international perspective, lifelong learner, growth mindset are frequently mentioned by the international teachers, which are rare and can be distinguished from the past Chinese and Western teacher competency models. Therefore, the author believes that those are important competency characteristics of teachers in international senior high school.Finally, this competency model provides recommendation and guideline of teacher training, evaluation and development for other international schools, and endows international teacher competencies with new connotations.
