“You Expect them to Listen!”: Immigrant Teachers’ Reflections on their Lived Experiences

Jhagroo, Jyoti

doi:10.14221/ajte.2016v41n9.3

Cited by 21 publications

(12 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In a qualitative study, the researchers are recommended to describe what the participants experienced and how the experiences happened in relation to the setting and context [60,68]. Some qualitative researchers [80][81][82][83][84] advocated a combination of textual and structural reporting to reflect a holistic view of how claims are supported by the evidence [85,86]. The researcher took their suggestion to put the participants' textual descriptions of their teaching experience along with the analysis of the development of their self-efficacy in relation to the influential personal and contextual factors.…”

Section: Findings and Discussionmentioning

confidence: 99%

I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching

Kwee

2021

Sustainability

View full text Add to dashboard Cite

Previous studies indicated that K-12 teachers generally felt reluctant to incorporate sustainable development in their teaching due to a lack of skills, knowledge and interest, particularly language teachers. This qualitative case study, grounded in the Social Cognitive Career Theory, aims to identify the significant factors influencing English teachers’ motivation of incorporating the United Nation’s Sustainable Development Goals (SDGs) into their teaching. Data were collected from multiple sources including semi-structured interviews and classroom observations. By examining how teachers’ self-efficacy develops in relation to outcome expectations and performance goals, the findings showed that teachers’ personal beliefs, attainment of teaching goals and supportive school management can positively influence their self-efficacy and boost their motivation in incorporating SDGs in their English teaching. Such findings can be useful for educators, school management, educational institutes, universities and policy-makers to develop strategies to facilitate teachers’ active roles in ESD by fostering greater collaboration across disciplines and providing relevant professional development and goal-relevant supports.

show abstract

Section: Findings and Discussionmentioning

confidence: 99%

I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching

Kwee

2021

Sustainability

View full text Add to dashboard Cite

show abstract

“…Other studies identify challenges for immigrant teachers when they begin working and undergo enculturation into a new school culture. Challenges involve issues that are related to adjustment to a new curriculum (Jhagroo, 2016), and differences in values, classroom management and managing student behaviour (Collins and Reid, 2012). Difficulties in the adjustment process are discussed in relation to boundaries and barriers within the professional community of national teachers (Kostogriz and Peeler, 2007).…”

Section: Previous Literaturementioning

confidence: 99%

“…As studies about immigrant teachers have shown, these teachers endure many challenges when establishing themselves as teachers in a new country (e.g. Fotovatian, 2015;Jhagroo, 2016). With a focus on the pursuit of newly arrived teachers establishing themselves as teachers in a new educational system, we draw attention to formal and informal institutional conditions that constrain or promote their professional integration.…”

Section: Introductionmentioning

confidence: 99%

The complexity of professional integration: An investigation of newly arrived teachers’ initial process of establishing themselves as teachers in Sweden

Bengtsson

Mickwitz

2021

European Educational Research Journal

View full text Add to dashboard Cite

This article investigates the professional integration of a group of newly arrived teachers, mainly from Syria, who participated in the labour market Fast-track programme in Sweden, which aims at facilitating quicker pathways to teaching positions. Drawing on the institutional perspective, our analysis focuses on formal and informal institutional conditions that hinder or enable newly arrived teachers in their striving for legitimacy as professional teachers. Analysis of focus group interviews and observations show that despite their professional experiences there are limits to their prior professional skills and competences being recognized within the Swedish school. The main institutional challenges identified were acquiring Swedish, understanding and managing the pupil-centred curriculum and its associated communication skills and taking on the facilitator teacher role. Handling and negotiating these challenges are important for gaining recognition as professional teachers, which, it seems, influences their opportunities for employment. To afford them opportunities for professional socialization, it is important to enable them to become acquainted with, handle and negotiate institutional conditions within a new school culture. In contrast to the quick-fix view of European integration policy, our study shows that the professional integration process takes time and includes a socialization process.

show abstract

“…Much of this learning takes place in the educational system, giving teachers a significant role in the process (Horenczyk and Tatar, ). Teacher’s attitudes and beliefs are crucial because they reflect the perceptions of the dominant culture about the legitimacy of the students’ culture and their sense of worth as members of that culture (Geiger, ; Jhagroo, ; Mercado and Trumbull, ). A favourable attitude and orientation toward their ethnic culture makes a significant contribution to the adaptation of immigrant youth (Vedder et al, ).…”

Section: Literature Reviewmentioning

confidence: 99%

You Have to Start from Scratch and You Need Someone by Your Side”: Perspectives of Parents and Teachers on Immigrant Students’ Adaptation to School

Binhas

Yaknich

2019

International Migration

View full text Add to dashboard Cite

This article analyses the issue of immigrant students’ adaptation in Israeli schools, as perceived by their parents and teachers. The study integrates data from two qualitative, phenomenological studies: one explored immigrant parents’ perceptions of Israeli education and their children’s adaptation in school, while the other studied teachers’ perceptions of immigrant students’ education and their practices in the field. The data was gathered from in‐depth interviews with 17 parents and 20 teachers. The analysis yielded a list of themes related to parents’ and teachers’ views of the children’s adjustment, and their own roles in this process: their personal experiences in the field, the challenges and difficulties in interpersonal interactions between parents and teachers, and policy issues related to the educational integration of immigrant students. Findings emphasize the vital importance of parent‐teacher collaboration, clarification and better implementation of existing policy, and teachers’ qualifications for the successful educational integration of immigrant students.

show abstract

“You Expect them to Listen!”: Immigrant Teachers’ Reflections on their Lived Experiences

Cited by 21 publications

References 13 publications

I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching

I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching

The complexity of professional integration: An investigation of newly arrived teachers’ initial process of establishing themselves as teachers in Sweden

You Have to Start from Scratch and You Need Someone by Your Side”: Perspectives of Parents and Teachers on Immigrant Students’ Adaptation to School

Contact Info

Product

Resources

About