Summary:

The study reviewed over 120 documents published on the issue within the last fifteen years in English and German. It is structured in three main issues:

1. Review of documents concerning the recent increase in international mobility and migration of educational professionals.

2.Research on lived experiences of migrant teachers during their transition into a new context.

3. Insights into current debates about the impact of migrant teachers on education systems in receiving countries.

There come several major questions within these topics. Especially the second aspect seems fruitful for the implementation of programs for internationally trained teachers (p. 41ff). There is a significant body of research about migrant teachers focusing the experiences of adjustment to a new educational context: Canada (50 documents), United States of America (29 documents), Australia (26 documents), Germany (22 documents), New Zealand (15 documents), South Africa (15 documents), the United Kingdom (14 documents), and Israel (12 documents). Based on these documents Bense focuses for example on this question: “Are the existing support practices successful in helping migrant teachers during their professional acculturation” (p. 38). As a conclusion gaps in the research base are getting identified and areas for inquiry that have not been addressed are suggested. She emphasises that it is important to develop evidence-based policies and practices for migrant teachers. Furthermore, the empirical and cross-disciplinary engagement on the issue of professional support for migrant teachers is mandatory.

Language: English