摘要：Over the last 15 years, graduate students applying for academic positions in post-secondary education have increasingly been asked to include a statement of teaching interests, a teaching philosophy, or a teaching dossier with their applications. Even if a potential employer does not request any of these documents, many interviewees are expected to be able to reflect and articulate intelligently about their teaching philosophy in a job interview and/or to demonstrate their teaching. In Canada and the United States, research has shown that hiring committees are looking for candidates that not only have teaching experience, but who can also talk about and demonstrate their teaching (Meizlish & Kaplan, 2008; Schonwetter, Taylor, & Ellis, 2006). However, what types of teaching documentation are required of applicants when they are applying for entry-level academic positions outside of North America? Especially as developing countries are increasingly seeking Canadian faculty for their experience in student-centered pedagogical approaches (Tamburri, 2011). In addition, North American graduates are searching global markets for further career opportunities. An investigation was launched to examine permanent, tenure-track academic positions on six job sites during a four-month period to compare requests for teaching-related materials and teaching experience in job ads beyond North America. This study found that the international job market is comparable to the North American one with respect to teaching expectations and documentation. These findings underscore the importance of graduate student teaching development for those graduates seeking academic employment outside of North America.
