Migrant teachers in Swedish teacher education and their re-entry as professionals

Käck, Annika

doi:10.35468/5796_17

Cited by 3 publications

(5 citation statements)

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“…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.…”

Section: Previous Literaturementioning

confidence: 88%

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

Bengtsson

Mickwitz

2021

European Educational Research Journal

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This article investigates the professional integration of a group of newly arrived teachers, mainly from Syria, who participated in the labour market Fast-track programme in Sweden, which aims at facilitating quicker pathways to teaching positions. Drawing on the institutional perspective, our analysis focuses on formal and informal institutional conditions that hinder or enable newly arrived teachers in their striving for legitimacy as professional teachers. Analysis of focus group interviews and observations show that despite their professional experiences there are limits to their prior professional skills and competences being recognized within the Swedish school. The main institutional challenges identified were acquiring Swedish, understanding and managing the pupil-centred curriculum and its associated communication skills and taking on the facilitator teacher role. Handling and negotiating these challenges are important for gaining recognition as professional teachers, which, it seems, influences their opportunities for employment. To afford them opportunities for professional socialization, it is important to enable them to become acquainted with, handle and negotiate institutional conditions within a new school culture. In contrast to the quick-fix view of European integration policy, our study shows that the professional integration process takes time and includes a socialization process.

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Section: Previous Literaturementioning

confidence: 88%

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

Bengtsson

Mickwitz

2021

European Educational Research Journal

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“…With the exception of Germany (Schüssler et al in this volume) and Sweden (Economou, 2020;Käck, 2020), the study situation in the countries that participated in this quantitative survey is very poor. Furthermore, the analysis of the Slovenian partners on the situation of immigrant teachers in Slovenia (Brumen et al in this volume) represents an attempt to fulfil this desideratum, even though only an illustrative presentation of individual results and conclusions is possible due to the low number of participants.…”

Section: Research Desiderata and Questionsmentioning

confidence: 98%

“…In addition, some of the published studies and unpublished qualification papers documented the experiences of selected participants during their return to work. For example, for Lehrkräfte Plus in North Rhine-Westphalia: Syspons (2021); Hachmeister (2022); for Potsdam: Gonzalez Olivo and ; for Schleswig-Holstein: ; for Sweden: Käck (2020) and for Austria: Obermayr et al (2022). For a nationwide overview in Germany, the GEW (Union for Education and Science) study "Verschenkte Chancen" ("Wasted opportunities") ; cf.…”

Section: Research Desiderata and Questionsmentioning

confidence: 99%

International Teachers for Tomorrow's School. Opportunities and challenges of the professional re-entry of international teachers in selected European countries

2023

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Global migration movements are also reflected in classrooms. However, the professional re-entry of migrant teachers with and without a refugee background has been neglected for a long time. This publication, which was developed in the European project "International Teachers for Tomorrow's School" (ITTS), is dedicated to this question. In seven country contributions, the opportunities and challenges of returning to work in Belgium, Germany, Greece, Iceland, Poland, Slovenia and Türkiye are examined - for some of the countries, new ground was broken. It is shown which conditions favour, challenge or prevent a new professional start. In addition, the results of the cross-national ITTS study are presented, in which high satisfaction values are reflected among those teachers who succeeded in re-entering the profession despite many hurdles. Finally, the findings of the project are condensed into a series of hints and recommendations.

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“…Darüber hinaus begleiten einige der veröffentlichten Studien und unveröffentlichten Qualifizierungsarbeiten die Erfahrungen ausgewählter Teilnehmender beim beruflichen Wiedereinstieg. Zu nennen sind hier exemplarisch für Lehrkräfte Plus in Nordrhein-Westfalen: Syspons (2021); Hachmeister (2022); für Potsdam: Gonzalez Olivo und Vock (2022); für Schleswig-Holstein: ; für Schweden: Käck (2020) und für Österreich: Obermayr et al (2022). Für einen bundesweiten Überblick in Deutschland ist zudem die GEW-Studie "Verschenkte Chancen" vgl.…”

Section: Forschungsdesiderat Und Fragestellungenunclassified

“…Die Studien belegen eindrücklich das große Potenzial des beruflichen Neuanfangs, aber auch die damit verbundenen Stolpersteine, Barrieren und Hürden. Die Studienlage in den an dieser quantitativen Erhebung beteiligten Ländern ist also abgesehen von Deutschland (Schüssler et al in diesem Band) und Schweden (Economou, 2020;Käck, 2020), ausgesprochen dürftig. Zudem stellt die Analyse der slowenischen Partner*innen zur Situation zugewanderter Lehrkräfte in Slowenien (Brumen et al in diesem Band) einen Versuch dar, diesem Desiderat entgegenzuwirken, wenngleich aufgrund der geringen Teilnahmeresonanz nur eine exemplarische Darstellung einzelner Ergebnisse und Schlussfolgerungen möglich ist.…”

Section: Forschungsdesiderat Und Fragestellungenunclassified

Internationale Lehrkräfte für die Schule von morgen. Chancen und Herausforderungen des beruflichen Wiedereinstiegs internationaler Lehrkräfte in ausgewählten europäischen Ländern

2023

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Die weltweiten Migrationsbewegungen spiegeln sich auch in den Klassenzimmern wider. Der berufliche Wiedereinstieg von zugewanderten Lehrkräften mit und ohne Fluchthintergrund wurde jedoch lange Zeit vernachlässigt. Diesem Thema widmet sich der vorliegende Band, der im europäischen Projekt „International Teachers for Tomorrow’s School“ (ITTS) entstanden ist. In sieben Länderbeiträgen werden die Chancen und Herausforderungen des beruflichen Wiedereinstiegs in Belgien, Deutschland, Griechenland, Island, Polen, Slowenien und der Türkei beleuchtet – in einigen Ländern wurde damit Neuland betreten. Dabei wird aufgezeigt, welche Rahmenbedingungen den beruflichen Neufang begünstigen, herausfordern oder verhindern. Darüber hinaus werden die Ergebnisse der länderübergreifenden ITTS-Studie vorgestellt, die hohe Zufriedenheitswerte bei jenen Lehrkräften zeigt, denen der Wiedereinstieg trotz vieler Hürden gelungen ist. Abschließend werden die Erkenntnisse des Projekts zu einer Reihe von Hinweisen und Empfehlungen verdichtet.

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Migrant teachers in Swedish teacher education and their re-entry as professionals

Cited by 3 publications

References 3 publications

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

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

International Teachers for Tomorrow's School. Opportunities and challenges of the professional re-entry of international teachers in selected European countries

Internationale Lehrkräfte für die Schule von morgen. Chancen und Herausforderungen des beruflichen Wiedereinstiegs internationaler Lehrkräfte in ausgewählten europäischen Ländern

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