This research attempts to explore how African immigrant teachers in South African schools reconstructed their professional identities. In this study African immigrant teachers are those teachers who have undergone teacher professional training in an African country other than South Africa. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering techniques included a mix of semi-structured interviews, observations, focus group interviews, field notes and a researcher’s journal (multiple variable sampling of five different South African public schools- one African immigrant teacher per school; school principals and focus group interviews of learners who were students of the immigrant teachers). Data analysis made use of grounded theory and content analysis. Findings from the study were fourfold: First, African immigrant teachers in South African schools cultivated good relationships with colleagues and administrators in order to reconstruct their professional identities. Second, they developed special traits such as perseverance and resilience. Third, access to opportunities, resources and materials in their schools were useful. Fourth, immediate employment on arrival in South Africa was available. Apart from factors that promoted the reconstruction of African immigrant teachers’ professional identities, there are also factors that opposed the reconstruction of their professional identities, namely their immigration status, their employment status and the attitudes of indigenous learners towards them. The new knowledge that was generated indicated that African immigrant teachers in South African schools are considered desirable and indispensable partners by employers, colleagues, administrators and learners. This is in contrast to the general perception in the literature that immigrant teachers are mere work seekers; opportunists and desperate individuals who are not an asset to the host country. / Dissertation (MEd)--University of Pretoria, 2012. / Humanities Education / MEd / Unrestricted

New Zealand relies on overseas teachers to fill approximately 30% of annual vacancies (Ministry of Education, 2006). 41% of these cohort were teaching in Auckland when this study was conducted (Ministry of Education, 2001, 2003). As only 7% were new to teaching, it is likely that they bring a wealth of teaching experience to New Zealand classrooms. In 2002 New Zealand introduced a new school-leaving qualification, the National Certificate of Educational Achievement (NCEA), which includes a literacy strand in all subjects (Taylor, 2001). This thesis aims to investigate the needs, perceptions and insights of overseas teachers in Auckland regarding the literacy requirements of the New Zealand secondary curriculum. In this qualitative study, interviews were carried out with ten teachers who had been teaching in Auckland between one and six years and who had all previously taught overseas. Interviews were also carried out with two literacy leaders as part of the research. Key challenges that emerged were the incorporation of the NCEA literacy requirements in discipline areas; catering for the needs of students who speak English as a second language; dealing with the challenges of teaching literacy across the curriculum and subject specific language; finding and developing relevant resources and sourcing professional development relating to literacy teaching. Findings revealed there were two categories of teachers – teachers who were very aware of the literacy needs of their students and those who were less aware. Teachers from England and South Africa were very aware of the varied literacy needs of New Zealand students and had received professional development in this area. Other teachers seemed less aware of the literacy demands of their students, the curriculum or their own professional development needs. This study also reveals that recognition and provision for the professional needs of newly arrived teachers from overseas seems to vary. There is very little research on the experiences of immigrant teachers in New Zealand; this study helps to clarify the issues which these teachers face, particularly with regard to the dual challenges of teaching students with ESL and the expectations that all teachers will include literacy in their approach to teaching, which is part of the NCEA curriculum.

This doctoral dissertation investigates the challenges “foreign teachers” experience in the encounter with the Swedish school and the possibilities they have to manage challenges and to establish their legitimacy. The participants of this study were newly employed in the pre-school, the primary school and the secondary school. The material includes interviews with 21 teachers and complementing observations at the workplaces of five of these teachers. Principals and colleagues have also been interviewed as well as administrators and teacher educators of supplementary teacher training programs. The shift of language of instruction was reported as causing challenges and demanded time and energy from the teachers in preparing the lessons. Here the teachers mentioned knowledge and correct use of the subject specific vocabulary and the ability to use everyday language in the process of building a bridge to the language of the subjects. Difficulties in the interaction with colleagues and parents were reported; when being positioned as less competent due to their second language speaker status. Some examples also reveal that everyday interaction demands knowledge of social practices that are not always familiar to these teachers. The value of individual assets (e.g. professional experience, profound subject knowledge and multilingualism) is enhanced when school principals recognize the resources of these teachers and make use of them in the communities of practice at school. In using activity theory, difficulties in the interaction with students or problems with questioning parents could be analyzed with regard to communities of practice, rule systems or division of labor in the activities of the school. This thesis emphasizes the importance of a critical discussion of existing norms, values and hierarchies in local school contexts if schools in Sweden in general are to be seen as learning and working contexts for teachers as well as students of all backgrounds. / Flerspråkighet Litteractitet Utbildning (FLU)

New Zealand relies on overseas teachers to fill approximately 30% of annual vacancies (Ministry of Education, 2006). 41% of these cohort were teaching in Auckland when this study was conducted (Ministry of Education, 2001, 2003). As only 7% were new to teaching, it is likely that they bring a wealth of teaching experience to New Zealand classrooms. In 2002 New Zealand introduced a new school-leaving qualification, the National Certificate of Educational Achievement (NCEA), which includes a literacy strand in all subjects (Taylor, 2001). This thesis aims to investigate the needs, perceptions and insights of overseas teachers in Auckland regarding the literacy requirements of the New Zealand secondary curriculum. In this qualitative study, interviews were carried out with ten teachers who had been teaching in Auckland between one and six years and who had all previously taught overseas. Interviews were also carried out with two literacy leaders as part of the research. Key challenges that emerged were the incorporation of the NCEA literacy requirements in discipline areas; catering for the needs of students who speak English as a second language; dealing with the challenges of teaching literacy across the curriculum and subject specific language; finding and developing relevant resources and sourcing professional development relating to literacy teaching. Findings revealed there were two categories of teachers – teachers who were very aware of the literacy needs of their students and those who were less aware. Teachers from England and South Africa were very aware of the varied literacy needs of New Zealand students and had received professional development in this area. Other teachers seemed less aware of the literacy demands of their students, the curriculum or their own professional development needs. This study also reveals that recognition and provision for the professional needs of newly arrived teachers from overseas seems to vary. There is very little research on the experiences of immigrant teachers in New Zealand; this study helps to clarify the issues which these teachers face, particularly with regard to the dual challenges of teaching students with ESL and the expectations that all teachers will include literacy in their approach to teaching, which is part of the NCEA curriculum.

Tidigare forskning och dagstidningar visar att det kommer många invandrade akademiker till Sverige, däribland lärare, samtidigt som det råder stor brist på pedagoger. Utländska lärares vidareutbildning är ett projekt vid sex universitet och högskolor i Sverige, dit lärare med en utländsk examen kan vända sig för att komplettera sin utbildning och få en svensk lärarlegitimation eller behörighet. Med anledning av detta är syftet med arbetet att undersöka invandrade lärares syn på ULV-projektet och vilka hinder och möjligheter de mött. Vi har även undersökt hur de upplever tillgången till studie- och yrkesvägledning. För att besvara våra frågeställningar har tidigare forskning, teorin Planned happenstance och begreppen Kapital och Habitus tillsammans med kvalitativa intervjuer använts. Det empiriska materialet inhämtades genom sex kvalitativa intervjuer med ULV-deltagare från Malmö högskola. Resultatet visar bland annat att deltagarna ser positivt på projektet och upplever många möjligheter. De menar till exempel att de nu har två lärarutbildningar och att de har utvecklats och vuxit oerhört som både person och pedagog. Resultatet visar även att språket, som från början var deras största upplevda hinder, idag kan ses som en möjlighet. / Earlier research and newspapers show that many immigrant academics come to Sweden, including teachers, while there is a great shortage of educators. Foreign teacher training (ULV-project) is a project at six universities and colleges in Sweden, where a teacher with a foreign degree can turn to complete their education and get a Swedish teacher certification. For this reason, the purpose of the thesis is to examine immigrant teachers' views of the ULV-project and what obstacles and opportunities they faced. We also examined how they perceive the access to educational and vocational guidance. In order to answer our questions, previous research, the theory Planned happenstance and concepts Capital and Habitus along with qualitative interviews were used. The empirical data was collected through six interviews with ULV participants from Malmö University. The result shows that participants look positively on the project and they experience many possibilities. They argue, for example, that they now have two teacher education degrees and that they have developed and grown tremendously as both a person and a teacher. The result also shows that language, which from the beginning was their greatest perceived barriers today, can be seen as an opportunity.

Den svenska lärarkåren har förändrats under de senaste åren. Fler lärare med olika utbildningsbakgrund har börjat arbeta i den svenska skolan. Detta skapar nya utmaningar för rektorn som den pedagogiska ledaren att leda och skapa förutsättningar för det kollegiala lärandet bland skolans pedagoger. Genom en fenomenologisk ansats undersöks de utländska lärarnas upplevelser av det kollegiala lärandet. Semistrukturerade intervjuer har genomförts med fem utländska lärare. De har fått beskriva deras upplevelse av och förväntningar kring men också de möjligheter och utmaningar de stött på i samband med det kollegiala lärandet på skolan. Hur begreppet utländsk lärare används i denna studie förklaras i introduktionen. Huvudsakliga resultaten visar att de intervjuade lärarna upplever kollegialt lärande som ett samarbete mellan de som ingår i kollegiet men detta samarbete kunde se ut på olika sätt. En del lärare såg det som ett samarbete för att exempelvis spara tid eller underlätta planering medan andra såg det som ett sätt att utveckla sin egen och andras praktik. De intervjuade lärarna upplever att engagemang från skolledare och kollegor är en nyckelfaktor när det kommer till det kollegiala lärandet men sättet de två yrkesgrupperna förväntades visa sitt engagemang var olika. Av kollegor förväntade de sig att de skulle vara förberedda och delta aktivt medan skolledare förväntades vara insatta, skapa förutsättningar för och värdesätta detta arbete. Vidare upplevde de att de bidrog till det kollegiala lärandet först efter att de stärkt sitt akademiska språk och kommit in i den svenska skolkontexten som enligt de intervjuade lärarna skedde först när de började arbeta i den svenska skolan. Studien visar också att de utländska lärarna initialt inte känner sig rustade för den svenska skolan trots att de förvärvat en svensk lärarexamen.   Studien visar att rektorer behöver stärka handledningen av de utländska lärarna när de börjar arbeta i den svenska skolan. Handledningen ska i första hand handla om att komma in i den svenska skolkontexten.  De utländska lärarna behöver också stöttas i utvecklingen av deras akademiska språk för att i ett tidigt skede vara en del av det kollegiala lärandet på skolan. / In recent years, more teachers from different educational backgrounds have started working in Swedish schools. This creates new challenges for principals who, as pedagogical leaders, must lead and create appropriate opportunities for collegial learning among their educators. Through a phenomenological approach, immigrant teachers' experiences of collegial learning have been examined. Semi structured interviews were conducted with five immigrant teachers.  These teachers were given the chance to discuss their experiences of collegial learning, their expectations, opportunities and challenges that they encountered in connection with collegial learning at the school. The way the term immigrant teacher is used in my study is explained in the introduction.    The main results show that the interviewed teachers view collegial learning as a collaboration between those who are part of the college, but this collaboration differed in approach. Some teachers saw it as a collaboration to save time or facilitate planning while others saw it as a way to develop their own and others' practice. The interviewed teachers feel that commitment from school leaders and colleagues is the primary factor when it comes to collegial learning, but the way the two professional groups were expected to show their commitment was different. Colleagues are expected to be prepared and participate actively, while school leaders were expected to be experienced, create conditions for and value this work. Furthermore, they felt that they could only contribute to collegial learning after they had strengthened their academic language and immersed themselves into the Swedish school context, which, according to the interviewed teachers, only happened once they started working in Swedish schools. The study also shows that the immigrant teachers initially do not feel equipped for the Swedish school despite having acquired a Swedish teaching degree. The study shows that principals need to strengthen their guidance of immigrant teachers when they start working in the Swedish schooling system. This guidance should primarily be about supporting immigrant teachers to adapt into the Swedish school context. Immigrant teachers also need to be supported in the development of their academic language from an early stage, in order to be able to be part of the schools collegiate learning.

No description available.

L’intégration des enseignantes et des enseignants immigrants dans le milieu scolaire québécois devient un sujet d’importance. Dans le contexte actuel de pénurie en personnel enseignant, ils pourraient représenter une sortie de crise (Despatie, 2019). Ils permettraient aussi d’atteindre un objectif de diversité culturelle et serviraient de modèles positifs pour les aspirations des élèves de diverses origines (Niyubahwe et al.,2018). Lorsqu’ils s’intègrent à l’École québécoise, ils découvrent des « conventions de métier » (Becker, 2010) souvent différentes de celles imbriquées aux routines de travail dans leurs pays d’origine. Ces conventions sont découvertes au travers des interactions avec les autres partenaires de travail (Morrissette et Demazière, 2018), notamment avec les conseillères et conseillers pédagogiques (CP). Or, l’accompagnement offert aux enseignantes et enseignants immigrants par les CP n’a encore jamais été étudié dans le contexte de l’École québécoise. S’adossant à une perspective interactionniste (Becker,1985), ce mémoire propose d’examiner la socialisation aux conventions du métier d’enseignant qui s’exerce particulièrement lors de cet accompagnement. Quatre enseignantes et enseignants immigrants et quatre CP ont participé à des entretiens individuels afin de documenter cette socialisation. La stratégie analytique a misé sur l’analyse thématique (Paillé et Mucchielli, 2016, 2021) et la comparaison de cas (Becker, 2016; Freidson, 1960) pour faire émerger les conventions qui font l’objet de discussions entre ces actrices et acteurs. Les résultats articulent les conventions les plus discutées lors des séances de travail ainsi que les stratégies déployées par les CP pour amener les enseignantes et les enseignants immigrants à s’y ajuster. Ces conventions sont la gestion de classe démocratique, la pédagogie interactive, l’enseignement différencié et la collaboration avec les autres partenaires. Or, l’adoption de certaines d’entre elles semble se poser en défi, tandis que d’autres font l’objet d’une adhésion plus aisée. Ce décalage est discuté à partir d’un nouvel éclairage sur les représentations sociales (Abric, 2003), lequel met en lumière un processus de recomposition des représentations de certaines conventions professionnelles chez les enseignantes et enseignants immigrants perçues comme non opératoires par les CP dans le contexte de l’École québécoise. / The integration of immigrant teachers into the Quebec school environment is becoming an important subject. In the current shortage of teaching staff, immigrant teachers could represent a way out of the crisis (Despatie, 2019). They would also increase cultural diversity and serve as positive role models for the aspirations of students from diverse backgrounds (Niyubahwe et al., 2018). When they integrate into the Quebec school system, they discover “professional conventions” (Becker, 2010) that are often different from those embedded in the work routines of their countries of origin. These conventions are discovered through interactions with other work partners (Morrissette and Demazière, 2018), in particular pedagogical advisors. However, the support offered to immigrant teachers by pedagogical advisors has never been studied in the context of the Quebec school system. Based on an interactionist perspective (Becker, 1985), this thesis proposes to examine the socialization to the conventions of the teaching profession which is exercised particularly during this accompaniment. Four immigrant teachers and four pedagogical advisors participated in individual interviews to document this socialization process. The analytical strategy relied on thematic analysis (Paillé and Mucchielli, 2016, 2021) and case comparison (Becker, 2016; Freidson, 1960) to bring out the conventions that are the subject of discussions between these actors. The results articulate the conventions most discussed during the work sessions as well as the strategies deployed by the pedagogical advisors to bring immigrant teachers to adjust to them. These conventions are democratic class management, interactive pedagogy, differentiated instruction and collaboration with other educational partners. However, the adoption of some of them seems to pose a challenge, while others are easier to adhere to. This discrepancy is discussed from a new light on social representations (Abric, 2003), which suggests a process of recomposition of representations on certain professional conventions among immigrant teachers, conventions that are perceived as non-operative by the pedagogical advisors in the context of the Quebec school system.