It’s not better or worse, it’s just different: examining Jamaican teachers’ pedagogical and emotional experiences

Cross, Dionne I.; Hong, Ji; Williams‐Johnson, Meca

doi:10.1080/13664530.2011.635269

Cited by 5 publications

(2 citation statements)

References 29 publications

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“…International research indicates that understanding the transition of teachers is important for policy makers when developing policy and programmes to support them through the transition process (Cross, Hong & Williams-Johnson, 2011;Phillion, 2003).…”

Section: Bureaucracymentioning

confidence: 99%

“…The finding from this study that there was no tailored orientation programme available is supported by Biggs (2010). Researchers propose that authorities understand the needs of OTTs and, using that understanding, create programmes to appropriately facilitate their entry into teaching in their new country (Biggs, 2010;Cross et al, 2011;Phillion, 2003). OTTs to New Zealand could benefit from a needs-based orientation programme and the development of such a programme could be informed by research about those needs.…”

Section: Teaching Subjectmentioning

confidence: 99%

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Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand

Stanyon¹

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<p>New Zealand-trained teachers have good reasons to teach abroad, change careers or retire and there are sound reasons to hire overseas-trained teachers (OTTs) to fill vacancies. Securing work in a new country can be difficult and it makes social and economic sense to facilitate this process. This thesis reports on the journeys of six OTTs documenting the individual pathways navigated; from teaching in their country of origin to securing a permanent placement as a secondary school teacher in New Zealand. This study explores the pathways OTTs navigated in order to teach in New Zealand. It investigates the challenges they faced, the supports they encountered and the suggestions they had to offer others in a similar situation. The participants were OTTs at secondary schools in the Wellington region of New Zealand and most had emigrated from the United Kingdom. Participants taught different subjects and had varying lengths of teaching experience. They had immigrated to and successfully found a post in New Zealand between January 2006 and January 2012. The interpretive paradigm was used as the theoretical grounding for this research as this places importance on the subjective experiences of those interviewed. Qualitative data were collected using semi-structured interviews as part of a collective, case study design. A thematic approach to data analysis was used and the data were compared and contrasted under the themes of challenges, supports and suggestions. Findings that concurred with previous research were that OTTs faced challenges from bureaucracy, culture shock and financial stress; and that networking, professional development, luck and maintaining a positive attitude were supportive. Participants suggested preparation, networking, interagency co-operation, a positive attitude and relief teaching could assist other OTTs. The findings were used to formulate a suggested pathway that might facilitate the journeys of future OTTs.</p>

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Section: Bureaucracymentioning

confidence: 99%

Section: Teaching Subjectmentioning

confidence: 99%

Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand

Stanyon¹

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Making My Invisible Story Visible

Grace-Williams¹

2016

Comparative and International Education

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Who Am I as a Teacher?

Käck

2024

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Redefined transformative learning refers to learning that implies a change in the learner's identity, which includes cognitive, emotional, and social dimensions and is something all teachers, in this case migrant teachers, experience and negotiate when meeting a new educational context. “Who am I as a teacher in a new country?” migrant teachers ask themselves. To understand oneself as a teacher, one must identify and coordinate the past and present with a future direction, which causes migrant teachers to talk about a transformed professional identity with additional skills. This Element concerns migrant teachers' transformation, how they redefine their professional identity, and how to support this in teacher education.

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It’s not better or worse, it’s just different: examining Jamaican teachers’ pedagogical and emotional experiences

Cited by 5 publications

References 29 publications

Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand

Journeys into Teaching: Pathways Created by Overseas-Trained Teachers into a Career Secondary School Teaching in New Zealand

Making My Invisible Story Visible

Who Am I as a Teacher?

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