Re‐credentialling experiences of immigrant teachers: negotiating institutional structures, professional identities and pedagogy

Beynon, June; Ilieva, Roumiana; Dichupa, Marela

doi:10.1080/1354060042000224160

Cited by 54 publications

(42 citation statements)

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“…Most of the immigrant teachers already had university diplomas and extensive teaching experience acquired in their country of origin. However some authors' research from the US (Ross, 2001), Canada (Beynon, Ilieva, & Dichoupa, 2004;Myles, Cheng, & Wang, 2006;Phillion, 2003;Schmidt, 2010) and Australia (Reid, 2005), found that the immigrant teachers' existing competencies were not taken into consideration in the hiring procedures. Consequently they were forced to begin part, or all of their training again.…”

Section: Professional Integration Problems Specific To Immigrant Teacmentioning

confidence: 99%

“…Problems of access to employment could also be attributed to linguistic and cultural barriers (Beynon, Ilieva, & Dichoupa, 2004;Cruickshank, 2004;Elbaz-Luwisch, 2004;Maureen, 1992;Gordon, 1996;Hutchison, 2005;Myles, Cheng, & Wang, 2006;Phillion, 2003;Reid, 2005;Remennick, 2002;Schmidt, 2010). Not mastering the language and the culture of the country could hamper access to employment (Dakin, 1971).…”

Section: Professional Integration Problems Specific To Immigrant Teacmentioning

confidence: 99%

“…However, access to employment still remained difficult because it required experience in Canada and a letter of reference from a Canadian school principal (Beynon, Ilieva & Dichoupa, 2004;Deters, 2006;Jamieson & McIntyre, 2006;McIntyre, 2004;Phillion, 2003;Schmidt, Young, & Mandzuk, 2010). According to Phillion, Canadian teaching experience is compulsory even for supply teaching.…”

Section: Professional Integration Problems Specific To Immigrant Teacmentioning

confidence: 99%

“…Consequently they were forced to begin part, or all of their training again. Furthermore, the retraining did not guarantee access to employment (Beynon, Ilieva, & Dichoupa, 2004). For example, during a period of teacher shortages in Ontario, immigrant teachers who were competent in the required subject were not hired for a permanent position (Jamieson & McIntyre, 2006).…”

Section: Professional Integration Problems Specific To Immigrant Teacmentioning

confidence: 99%

“…Finally, the requirement to retrain for the necessary credits in order to earn the official teaching permit strongly hindered immigrant teachers' professional integration (Beynon, Ilieva, & Dichoupa, 2004;Maureen, 1992). In fact, their financial vulnerability due to the cost of their university studies made balancing family, work and study responsibilities more difficult for many immigrants (Gordon, 1996;Phillion, 2003;Schmidt, 2010;Schmidt, Young, & Mandzuk, 2010).…”

Section: Professional Integration Problems Specific To Immigrant Teacmentioning

confidence: 99%

See 4 more Smart Citations

Professional Integration of Immigrant Teachers in the School System: A literature review

Niyubahwe

Mukamurera

2013

mje

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This literature review article investigates the professional integration of teachers recently immigrated to Canada and other western countries. Its findings reveal a number of obstacles to the integration of immigrant teachers into the teaching profession. The review summarizes different initiatives facilitating or hampering immigrant teachers’ access to employment and professional integration. It also notes that there is little research on teachers’ professional integration in Western French speaking countries in general, and more particularly in Quebec where these teachers are often relied upon because of the shortage of personnel in this profession.Cette recension des écrits porte sur l’insertion professionnelle des enseignants immigrants au Canada et ailleurs en Occident. Les résultats mettent en évidence divers obstacles à leur insertion dans la profession enseignante. Ils permettent également de prendre connaissance de certaines mesures qui favorisent ou nuisent à leur intégration dans l’emploi et au sein de l’équipe-école. On constate aussi que peu de recherches sont faites sur le sujet dans les pays francophones en général et au Québec en particulier où on compte sur l’apport de ces enseignants pour combler les besoins de main-d’oeuvre

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Section: Professional Integration Problems Specific To Immigrant Teacmentioning

confidence: 99%

Section: Professional Integration Problems Specific To Immigrant Teacmentioning

confidence: 99%

Section: Professional Integration Problems Specific To Immigrant Teacmentioning

confidence: 99%

Section: Professional Integration Problems Specific To Immigrant Teacmentioning

confidence: 99%

Section: Professional Integration Problems Specific To Immigrant Teacmentioning

confidence: 99%

See 3 more Smart Citations

Professional Integration of Immigrant Teachers in the School System: A literature review

Niyubahwe

Mukamurera

2013

mje

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Motility, viscosity and field: A portrayal of migrant teachers' professional mobility and ethical conflicts in American and Australian faith‐based schools

Finefter‐Rosenbluh

2022

British Educational Res J

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International migration is attaining new records, diversifying nations' cultural-social landscapes. The number of international migrants is estimated to be about 272 million globally, with nearly two-thirds being labour migrants, surpassing historic projections. Concomitantly, migrant teachers are becoming more prevalent in educational markets; spaces that may serve as institutional vehicles promoting social cohesion and tolerance. Acknowledging that such spaces have an increasing share of faith-based schools-settings that foreground particular groups' cultural and social values-this critical analysis seeks to identify how migrant teachers' aspirations are shaped and ethically negotiated in seemingly exclusive educational sites. Drawing upon migrant teacher interviews from American and Australian faithbased schools, and utilising concepts of motility and institutional viscosity, this paper captures the schools' 'viscous' conditions and complex facilitation through which educators professionally move and ethically navigate their practice. Bourdieu's thinking tools of field, habitus, capital and symbolic violence provided a supplementary theoretical framework that draws attention | 1009 MIGRANT TEACHERS' PROFESSIONAL MOBILITY AND ETHICAL CONFLICTS 'Notions of network and fluids can illuminate the "global"' (Urry , 2000, p. 48

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Internationally Educated Teachers in Canada: Caught Between Scylla and Charybdis

Bouhali

2019

Interrogating Models of Diversity Within a Multicultural Environment

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Re‐credentialling experiences of immigrant teachers: negotiating institutional structures, professional identities and pedagogy

Cited by 54 publications

References 1 publication

Professional Integration of Immigrant Teachers in the School System: A literature review

Professional Integration of Immigrant Teachers in the School System: A literature review

Motility, viscosity and field: A portrayal of migrant teachers' professional mobility and ethical conflicts in American and Australian faith‐based schools

Internationally Educated Teachers in Canada: Caught Between Scylla and Charybdis

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