Chapter 14: Convergences and Divergences in Career Paths: Recruiting Foreign Teachers in Binational Schools in Argentina (2024)

Teachers play a vital, and often underappreciated, role in U.S. communities. They are responsible for educating our youth and young adults, and are instrumental in preparing the next generation of U.S. workers. Foreign-born teachers not only educate Americans, but also serve as cultural ambassadors for immigrant students who may not be as familiar with American traditions, customs, and social norms. Unfortunately, recent immigration policy changes and proposals could have a harmful impact on immigrant teachers and on potential immigrant teachers who have not yet arrived in the United States. This is unfortunate given the fact that there are teacher shortages in some regions of the United States and in some disciplines including bilingual education, foreign languages, mathematics, and science. Foreign-born teachers could help to alleviate these shortages. This paper provides a statistical and demographic portrait of immigrant teachers in the United States and highlights differences b...

IMISCOE Research Series

This chapter analyses the professional choices, access to the professional field and professional experiences of tertiary-educated descendants of labour immigrants who have embraced the teaching profession. While a number of studies of socially mobile immigrant-origin adults concentrate on the resources mobilized to override the laws of social reproduction, this chapter embeds its analysis in the theoretical frame of integration context theory, which postulates that meso and macro contextual factors are of crucial importance for mobility. These factors range from general, historically evolved country-specific institutional arrangements, such as the civil service system, to targeted migrant integration policies, such as measures to recruit teachers. These dimensions are combined and synthesized in a typology of contexts. A typology of institutional opportunity structure based on these dimensions allowed us to build a comparative grid for the analysis of the rich qualitative interview...

Online Submission, 2004

Pedagogies: An International Journal, 2011

Teaching and Teacher Education, 2000

Routledge Open Research

Background: England has an ethnically diverse population; reflected in the teacher workforce, and the student body in schools. However, it is not clear that these figures are in proportion to each other. This paper examines the ethnic profile of students and their teachers and considers their geographical distribution. Methods: This paper uses existing aggregated official publicly available datasets to describe the patterns and trends in the proportion of ethnic minority teachers compared to ethnic minority pupils in England 2015-2021. Data comes from the Department for Education (DfE), the University and Colleges Admissions Service (UCAS), the Organisation for Economic Co-operation and development (OECD/TALIS), and the Office for National Statistics (ONS). Results: Compared to the student intakes to schools, we found that there are more White British teachers than expected. This disproportion (where there are more White British teachers among teachers than there are White British p...

Teaching and Teacher Education, 1997

European Journal of Teacher Education, 2006

Urban Education, 2011

A.M. de Mejía & C. Hélot (eds.) Bridging the Gap between Prestigious Bilingualism and the Bilingualism of Minorities, 2008

In recent decades, European educational systems are facing many challenges related to the treatment of cultural and linguistic diversity. The need to address this diversity requires new approaches to education; this in turn requires changes in the way we prepare teachers for the new reality they face in their classrooms. In this article we highlight some of the major problems that initial teacher training has to address in order to enable teachers to deal effectively, respectfully, and fairly with students whose linguistic and cultural background is different from their own. We also present several models for teacher education from Europe and North America based on clearly identified teacher competences for linguistic and cultural diversity.

In keeping with the theme “Imaginative Education: Provoking Excellence Across the Curriculum” this paper proposes a “project of possibility”. In particular, this paper explores ways in which we can (re)imagine the concept of pre-service teacher, exploring pre-existing notions and diverse ways of knowing. Immigrant pre-service teachers, those with international experience disrupt the notion that pre-service teachers are white and middle class. The proposed project explores why diverse forms of knowledge and ways of knowing are important to Canada and Faculties of Education. When diversity is viewed as an asset, there is potential to broaden and enrich Canadian perspectives, attitudes, knowledge and worldviews and augment all education stakeholders’ understanding of “teacher” and “learner”.

Este artículo presenta los resultados de una investigación llevada a cabo con profesores negros y de minorías étnicas en Inglaterra, específicamente (i) para verificar si el prestigio de la enseñanza había influido en su decisión de entrar en la profesión y (ii) para descubrir las autopercepciones de su estatus dentro de la profesión. Los datos fueron obtenidos a partir del Proyecto del Estatus del Profesor a nivel nacional, realizado en Inglaterra en 2002-2006, combinados con datos no publicados previamente de un estudio de seguimiento con profesores asiáticos en 2007. Las conclusiones, basadas en grupos de discusión con 65 profesores (afro-caribeños, pakistaníes, indios, de Bangladesh), residentes en cuatro regiones de Inglaterra, indican que a los profesores no les influyó el estatus de la enseñanza sino que habían entrado en la profesión por razones intrínsecas, tales como mejorar el rendimiento de los niños, y de ser modelos de conducta para todos los niños, además de para los ...

Language Teaching Research Quarterly, 2019

This paper examines the native/nonnative debate from an angle that is often disregarded: the challenges and difficulties faced by native English-speaking teachers who live and work abroad for an extended period of time. We argue that while they often stand a better chance in job application procedures, preferential treatment is secured by political and economic considerations rather than professional ones. Our survey data indicate that despite the seemingly advantageous position native expats enjoy, many of them face discrimination and marginalization in their work context and beyond in terms of their professional status and remuneration. We believe that our knowledge of the native/nonnative debate would be deepened ifboth groups were given equal attention and representation in research. A comparative analysis of the problems encountered and injustices suffered by both natives and nonnatives is hoped to contribute to remedying the present situation.

Multicultural Education, 2003

Australian Association for Research in Education (AARE, 2022

In the battle to fix teacher shortages, much is made of recruiting teachers internationally. Three researchers reveal what happens when non-native English speaking immigrant teachers try to join the local workforce.https://www.aare.edu.au/blog/?tag=nashid-nigar

Journal of teacher education, 2001