INTERNATIONALLY EDUCATED TEACHERS AND STUDENT TEACHERS IN ICELAND: TWO QUALITATIVE STUDIES
Abstract
This article draws upon two qualitative studies with internationally educated teachers and teacher assistants in preschools in Iceland as well as ethnic minority student teachers at the Iceland University of Education. The common research question in both studies is whether the experiences of these teachers reveal barriers to integration within the Icelandic educational system. The theoretical framework draws on writings and research on equal rights in education, critical multiculturalism and multicultural education as a basis for school development and marginalization and discrimination within schools and universities. The findings of both studies reveal barriers to integration and marginalization.
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