Focus: The research article focuses on internationally trained teachers (with a forced migration background). The article gives an overview on postgraduate courses, legal barriers, requalification, recognition and structural limitations to inclusion in the employment market in Austria.
Author: Proyer, Michelle., Pellech, Camilla., Obermayr, Tina., Kremsner, Gertraud., & Schmölz, Alexander. (2021)
Focus: The research article focuses on teacher professionalisation of internationally educated teachers and gives insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe.
Author: Terhart, Henrike (2021)
Focus: The present study examines the category “diversity” of the teaching workforce in relation to teachers with migrant and/or minority background in all 28 EU-Member States. Both preprimary and compulsory school levels of education are taken into account; in addition, a broad perspective is taken that includes all stakeholders considered important (teachers, assistant teachers, school leaders).
Author: Donlevy, Vicki, Meierkord, Anja & Rajania, Aaron (2016)
Focus: The present Global Education Monitoring Report focuses on the Sustainable Development Goal 4 (SDG 4 = Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all). The report assesses the progress made in achieving the related formulated (sub)goals – with a particular focus on the topics of migration and displacement.
Author: UNESCO (2018)
Focus: Based on a theoretical analytical approach this article deals with the fact that teachers with migration background often are confronted with many demands and expectations that are placed on them from other organisations/persons/politics etc. What is often overlooked is the question of how teachers´ self-perception regarding their competences and the relevance of their biographical background is perceived.
Author: Rotter, Carolin (2014)
Focus: The article gives an insight in theory of various concepts of professional identity of teachers in general; specifically it focuses on minority teachers, furthermore it includes explicit practical ideas and suggestions for how to support the aforementioned teachers in their individual process of identity reconciliation.
Author: Bressler, Christoph & Rotter, Carolin (2017)
Focus: The article gives an overview of the situation, barriers and challenges on the way re-entering the professional field, of refugee teachers both in Scotland in particular and the UK in general. It bundles a lot of theoretical discourses and thus gives an insight into various theories such as the concept(s) of integration, professionalism and Bordieu´s concept of habitus. The authors connect them with current empirical findings.
Author: Smyth, Geri & Kum, Henry (2010)
Focus: The article gives a rough overview of the situation in Finland and Iceland (statistics) as well as a theoretical insight in theory of personal and professional identity (also identity strategies). It also stresses the importance of experiences for the process of teachers´ socialization when entering a new community.
Author: Lefever, Samúel, Paavola, Heini, Berman, Robert, Guðjónsdóttir, Hafdís, Talib, Mirja-Tytti, Gísladóttir & Karen Rut (2014)
Focus: The article focuses – based on a socio-critical perspective – on the importance of a (positive) student-teacher-relationship for the emerging learning outcome. The authors mainly refer to the category of students and teachers with so-called “migration background”. In addition to presenting the results of a study, the article also provides theoretical insights that appear relevant in the thematic context such as attachment-theory and self-determination-approach.
Author: Rotter, Carolin & Timpe, Marianne (2016)
Focus: These standards set the minimum requirements for teachers’ practice and conduct.
Author: Department for Education UK (2011)
Focus: This report gives an insight in newly arrived teachers initial process of entering the teaching profession in Sweden while participating in a labour market programme for newly arrived.
Author: Bengtsson, Aina & Mickwitz, Larissa (2019)
Focus: Bigestans focuses on the challenges “foreign teachers” experience when they encounter the Swedish school context, further the possibilities they have to establish themselves as teachers in this new context.
Author: Bigestans, Aina (2015)
Focus: Newly arrived teachers during a labour market education, The Fast Track, in Sweden. The article focuses on the newly arrived teachers’ understanding of the role of becoming a teacher in Sweden.
Author: Economou, Catarina & Hajer, Maaike (2019)
Focus: The construct of new teacher identities that teachers with a migrant background develop when encountering the Swedish school system. This give insight over the process to be included as a teacher in a new context.
Author: Jönsson, Annelis & Rubinstein Reich, Lena (2006)
Focus: The focus is on migrant teachers' experiences during their studies at the Swedish teacher education. Some of the experiences are seen as unfamiliar in relation to their former teacher education. This gives teacher educators knowledge about intercultural education and how to meet migrant teacher’s needs.
Author: Käck, Annika (2019)
Focus: The article gives an insight in the role of language in the lives of migrant teachers. It is based on an inquiry of six Russian speaking immigrant teachers in the USA. Theories used are multiculturalism, curriculum theory, and Mikhail Bakhtin’s theory of language.
Author: Abramova, Inna (2013)
Focus: The article gives an insight in the international literature and cross-disciplinary empirical work on the issue of international teacher mobility and migration.
Author: Bense, Katharina (2016)
Focus: The article gives an insight into aspects of international teacher recruitment – facing the development of an on-demand hiring model and the occurring challenges from an international recruitment industry. It is based on a large survey of migrant teachers (1,358 teachers; 53 home countries; 127 host countries).
Author: Caravatti, Marie-Louise, McLeod Lederer, Shannon, Lupico, Allison & van Meter, Nanacy (2014)
Focus: The article gives an insight in a narrative inquiry longitudinal study (2008-2011) with four immigrant teachers who participated in a six-month professional bridging program in Calgary, Alberta (Canada). It focuses on the obstacles they faced to take up to their professional lives (p. 303-313). It gives a theoretical background on the transformational learning theory by Mezirow.
Author: Janusch, Sandra (2015)
Focus: The topic of the books is on global teachers and gives an insight in the phenomenon of ‘brain circulation’ in the global teaching profession with a special focus on the Australian context.
Author: Reid, Carol, Collins, Jock & Singh, Michael (2014)
Focus: This article gives an insight to the difficulties regarding the process of seeking a teacher certification in Canada. The focus is on internationally educated female teachers and their position in the labour force and teaching profession. The author’s inquiry follows an art-based method. Participants were twenty-four internationally educated female teachers (eg. p. 658).
Author: Walsh, Susann C., Bringham, Susann M., Wang, Yina (2011)