Abstract
In this article, we consider how mobility, immobility, embodiment and affect appeared in research with 13 beginning teachers who were ‘bonded’ graduates of a twinned (Malaysia-New Zealand) teacher education programme. We discuss the teachers' accounts of moving place, and being placed in new schools; ‘moving selves’, or experiencing a changed sense of self as new teachers; ‘moving students’, or seeing shifts in students' educational outcomes; and being moved by (responding affectively to) student learning and behaviour. Our study highlights the need in internationalised teacher (and higher) education to pre-empt challenges inherent in moving ‘home’ or to new places to work.
•Beginning teaching involves both mobility and immobility for bonded teachers.•Overseas-educated teachers in Malaysia faced high expectations when they returned.•The teachers described grappling with contrasting understandings of best practice.•The teachers also described ‘shifting’ personally and professionally.•Bonded pre-service teachers should be encouraged to anticipate ‘return’ challenges.