OBJECTIVE:The objective of this study was to elucidate a comprehensive understanding of the pre-migration expectations and current realities of refugees resettled in the United States (U.S). Employment expectations and the current work situations experienced by African refugee populations recently resettled in Greensboro, NC are examined. PARTICIPANTS: Ten French-speaking refugees of African descent who had resided in Central North Carolina for less than three years were selected to participate. METHODS: A phenomenological approach was used; semi-structured interviews were conducted with participants in spring 2010. Interviews needing interpretation were translated throughout the course of the interview in real time. All interviews were transcribed verbatim or word for word. RESULTS: All participants expected to find work in their fields with relative ease, but were either unemployed or underemployed compared to their professional training and/or previous occupation in their country of origin at the time of their interview. Emergent themes from the interviews included financial stability, ease of finding work, identity concerns, English language comprehension, the economy, and navigating a new system. CONCLUSIONS: Refugees in this sample were not prepared for the challenges they encountered when searching for gainful employment. Their experiences appear to be common with available anecdotal evidence. Adjustments to the cultural orientation programs received prior to migration, and enhancements to social networks in addition to an increased focus on English language comprehension post-migration have the potential to positively impact employment outcomes for newly arrived refugees.

This article reports on research undertaken to understand the impact on primary student teachers' professional learning when school-based mentors explicitly share their expertise through discussing some of the 'Learn how to' statements from the Core Content Framework for Initial Teacher Training, introduced by the Department of Education in 2019 to establish minimum entitlement for all student teachers. Initial Teacher Education has become more school-based and the role of school-based mentors is increasingly significant. Primary student teachers took part in an online survey, and school-based mentors in focus group discussions, to explore the impact of weekly expert guidance meetings and how these might be improved. Student teachers valued learning from school-based mentors when they shared their expertise in an explicit, well-contextualised way but that this practice was not fully embedded across schools. Mentors were keen to share their expertise with student teachers, and identified the importance of structured, dedicated time to discuss the 'learn how to' statements, tailored to individual needs, and for student teachers to identify specific follow-up actions to apply to their developing practice. Mentors identified ways in which such discussions might have greater impact through, for example, developing their knowledge of the curriculum of the ITE provider.