Att bli „svensk lärare“ - En undersökning av Snabbspåret för nyanlända lärare och förskollärare.
(Becoming a "Swedish teacher" - A study of the Fast-track for recently immigrated teachers and pre-school teachers)
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Summary:
This study addresses newly arrived teachers’ possibilities to establish themselves as teachers in Sweden. The investigation focuses on a group of newly arrived teachers, mainly from Syria, who participated in the “Fast-track for recently immigrated teachers”, which is a labor market programme with the aim of introducing newly arrived teachers into the Swedish school system. The aim of the study is to bring attention to institutional challenges newly arrived teachers encounter while trying to establish themselves as teachers in a new country. Based on an institutional framework, our analysis focuses on the newly arrived teachers’ encounters with the Swedish school’s formal and informal institutional conditions. A theoretical point of departure in the study concerns the relation between the institutional context and individual agency and that the process for immigrant teachers is affected by how this relation is enacted in practice. The teaching profession is formally regulated and framed by policy, but what is considered a professional teacher is also shaped by norms and values in the daily work within schools, which are context-based. For newly arrived teachers the process of integration therefore also involves a process of socialisation in order to interact with pupils and colleagues. The main empirical material is focus group interviews with participants in the Fast-track at Stockholm University, teachers in the Fast-track, and supervisors at the in-school practice. Observations in schools and during lessons at Stockholm University contribute to our understanding of the process of professional integration in a new country. We assume that teachers’ legitimacy is related to common understandings and acts upon institutional conditions in school. Taking the impact of the institutional conditions seriously seems to be of importance if to understand the complexity of newly arrived teachers’ possibilities to gain legitimacy as professional teachers.
Language: Swedish
Source
Bengtsson A. & Mickwitz, L. (2019). Att bli „svensk lärare“ - En undersökning av Snabbspåret för nyanlända lärare och förskollärare. [Becoming a "Swedish teacher" - A study of the Fast-track for recently immigrated teachers and preschool teachers]. IFAU: rapport.
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