Summary:

This study based on the fact, that there is a growing focus in Canada on internationally educated teachers (IETs) gaining access and achieving success in re-qualifying, obtaining, and retaining employment – for example supported through professional bridging programs for teachers. Janusch refers to the systemic and social barriers faced by the migrant teachers. The overall question of the study was: “What can be learned about the professional integration of immigrant teachers in Alberta through examining narratives of their lived experiences?” The program “Transitions to Alberta Classrooms (TAC)” and its components is described (see page 301 - key components are

- the practice teaching experience,

- development of professional language ability

- study of the philosophy of the system of education in the local context

- curriculum design,

- unit/lesson planning

- classromm and school operations

- methodology and learner-centered strategies

- classroom management and assessment strategies.

The author elaborates, that the relationship between teachers and their students remains a constant and essential element of their professional lives. The migrant teachers themselves name flexibility a self-identified trait concerning the interaction in their new personal and professional contexts. Regarding personal and professional transformation time and experience are the essential building blocks. Janusch points out that professional integration is a continuous process. Relearning professional scripts is a challenging process and can both tear down and increase professional confidence. The process of integration an acculturation is affected by the definition of professional success, decisions, timing, and luck.

Language: English