Migrant teachers and the negotiation of a (new) teaching identity

Abstract

Employment of newly arrived migrants can be seen as one of the key aspects to managing both national labour market needs and the inclusion of individuals in both work and society. In Sweden, efforts to manage recent migration-for example, from Syria-has resulted in various labour market 'fast tracks' that aim to facilitate labour market integration. In this article, we consider how individual migrants attempt to negotiate the new national demands of professional identity to become teachers in Sweden by following a Swedish introduction course to teaching. The study builds on qualitative interviews and fieldwork following two different cohorts of students.

The complexity of professional integration: An investigation of newly arrived teachers’ initial process of establishing themselves as teachers in Sweden

“…Previous research on the professional expectations of immigrant teachers has paid attention to how these challenges affect their teacher identity (e.g. Bressler and Rotter, 2017;Ennerberg and Economou, 2020). Rather than focusing on identity work, we have highlighted the newly arrived teachers' pursuit of legitimacy as a professional teacher, which for them involved an interplay of negotiating institutional conditions and gaining recognition of their competences and experiences.…”

“…Since they are not yet employed, they are not included in the set of practices and interactions that empowered teachers to use their capacities to decide methods and reflect upon their behaviour in the specific local school context (cf. Ennerberg and Economou, 2020). In other words, they are not in a position that allows them to be actively involved in decision-making that is afforded to professional teachers or for enacting their professionalism.…”

“…Fewer studies have examined their experiences during the initial phase of establishing themselves as teachers through their participation in complementary education. Within the Swedish context, a study into identity work of immigrant teachers in the Fast-track programme in the south of Sweden demonstrates that maintaining previous knowledge and convictions was important in reconstructing a professional identity (Ennerberg and Economou, 2020). This resonates with Käck's (2020) study that concerns immigrant teachers who are studying in the Complementary Education for Foreign Teachers programme in Sweden.…”

Komunikasi Dosen dengan Mahasiswa Kelompok Digital-natives di Perguruan Tinggi

“…Peneliti melihat kondisi ini berhubungan dengan bagaimana seorang dosen dapat memproses informasi dan komunikasi dengan mahasiswa. Peran identitas dosen tercermin dari perkenannya untuk melakukan negosiasi identitas pada dirinya sendiri (Ennerberg & Economou, 2020). Bila seorang dosen mampu bernegosiasi dengan dirinya sendiri akan menunjukkan konsep berpikir dalam membina hubungan dengan mahasiswa mereka.…”

Flerspråkighet och transspråkande i lärarprogram för nyanlända lärare – språkbro med förhinder?

“…språkliga färdigheter i svenska språket. Samtidigt antas nyanlända lärare besitta en särskild kompetens grundat på sina färska erfarenheter av att vara invandrare och som gör dem lämpliga att stötta och agera som en resurs för elever elever med utländsk bakgrund (Bigestans, 2015;Ennerberg & Economou, 2020;Santoro, 2016).…”