This article explores the range of cultural dimensions associated with the process of teacher relocation to an international school outside the ‘home’ country. Reflecting on her own wide-ranging experience, and relevant literature, the author explores the impact of one’s own cultural heritage and professional culture on the relocation process, as well as the notion that successful cultural adaptation is most likely to arise from an ongoing process against a background of continual self-learning which incorporates the development of in-depth understanding of one’s own culture, beliefs and values.
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