PARTICIPATION OF INTERNATIONALLY-EDUCATED PROFESSIONALS IN AN INITIAL TEACHER EDUCATION BACHELOR OF EDUCATION DEGREE PROGRAM: CHALLENGES AND SUPPORTS
This paper examines challenges and supports experienced by internationally educated immigrants who participated as adult students in an Initial Teacher Education Bachelor of Education degree program in Ontario as part of their strategy to begin new careers as teachers. The narrative of one participant, a Chinese-educated meteorologist and journalist is presented as a powerful illustration of the challenges, supports and common themes described by the study participants. Her story communicates challenges related to: time; language; the culture of the teaching profession in Ontario; intra-cultural racism; feelings of inadequacy, inferiority, isolation and invisibility related to „otherness‟; and a competitive labour market that disadvantages immigrant teachers. Her story also describes support through: constructive mentoring, a course developed specifically for internationally educated student teachers; and, supportive peer colleagues.
Copyright (c) 2017 Caroline Chassels
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