Summary:

This article discusses – on a critical scientific basis and with the help of a cross-national study – the challenges and possibilities of immigrant teachers (overall 12 teachers; 10 female and 2 male) who are already working as teachers in their destination country. Furthermore, the authors raise the question of how far teachers are able to reflect on the impact of their experiences (for practising in the schools they entered). Among other things, it becomes apparent, that the ability to enter the occupational field doesn´t mean the end of challenges at all (such as stereotyping and various forms of discrimination). The analysis made the authors learn that immigrant teachers not only face challenges more often than other teachers, they also are confronted with more expectations and demands (governmental policy, society, colleagues,…). Moreover, they are often not supported enough to meet these requirements. In this context the authors stress that teachers are often on their own by expanding their educational qualifications; nevertheless, their self-concept is characterized by determination and confidence. (Re-)Professionalisation programmes cannot prevent the above-mentioned challenges, but they can adequately prepare and support teachers to develop their professional skills.

Language: English