“To Get a Foot in the Door”: New Host Country Educated Immigrant Teachers’ Perceptions of Their Employability in Finland

Hahl, Kaisa; Paavola, Heini

doi:10.14221/ajte.2014v40n3.3

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…There are also more ways for teachers with foreign degrees to complement their studies and achieve eligibility for teaching in Finnish/Swedish schools. However, teachers with immigrant background and without proficiency in the local language are often recruited for positions where they mainly teach immigrant students -for instance, as native-language support teachers, language teachers or RE teachers (Käck et al, 2018;Virta, 2015;Hahl & Paavola, 2015). School leaders in both countries emphasize the importance of hiring teachers with migrant backgrounds as a strategy to develop multicultural schools, and often take for granted teachers' ability and willingness to serve as cultural interpreters (Rissanen, 2021;Jönsson & Rubenstein Reich, 2006;Lahdenperä, 2006, 10).…”

Section: Contexts Of the Study: Finland And Swedenmentioning

confidence: 99%

Finland and Sweden: Muslim Teachers as Cultural Brokers

Rissanen

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter focuses on the experiences and perspectives of Muslim teachers, who serve informally as “cultural brokers” in Finnish and Swedish schools. It begins by reviewing research on minority teachers and their roles as cultural mediators, as well as on Muslims in European public education. After that, the contexts, methodology and results of a case study are presented. The data includes semi-structured interviews with 14 “cultural broker” teachers. The results present the tasks of cultural brokering, as well as teachers’ perceptions of what makes a good cultural broker and how this role should be developed. The chapter includes a critical discussion on what is expected of minority teachers; they are not a homogenous group and their willingness to take on the tasks of cultural brokering depend on the nature of their jobs. The simplistic view of cultural broker teachers as role models for minority students is scrutinized, likewise the ways of outsourcing “all things multicultural” in the school to them.

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Section: Contexts Of the Study: Finland And Swedenmentioning

confidence: 99%

Finland and Sweden: Muslim Teachers as Cultural Brokers

Rissanen

2023

To Be a Minority Teacher in a Foreign Culture

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“…The notion that intercultural approaches are reserved for minority students and special classes is dismissed by Kohli (2009;as cited in Lefever et al, 2014) and Santoro (2013; as cited in Hahl & Paavola, 2015) and . Thus, it is argued that there should be teachers in all schools who are trained in intercultural education and have intercultural competences, not only to teach students with migrant backgrounds, but to teach all students.…”

Section: Internationality and Interculturality Among Pupils And In Pu...mentioning

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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“…Another area that is reasonably new for teachers in Finland is working with pupils from diverse cultural backgrounds (Ostinelli, 2009). Finland, along with many other countries, has recently experienced a rapid growth of not only immigrant pupils but also immigrants wishing to become teachers, which adds to the diversity of school personnel (Hahl & Paavola, 2015). Teacher preparation is thus experiencing change in terms of the demographics of pupils and aspiring educators.…”

Section: Introductionmentioning

confidence: 99%

Student Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program

Hahl¹,

Mikulec

2018

AJTE

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This preliminary case study examines qualitatively the experiences of 20 participants enrolled in an international Englishmedium secondary teacher preparation program at a university in Finland and analyzes reflections on their teacher identity development. Multiple measures of data with triangulation were collected from course work, including reflection essays from 20 preservice teachers and a focus group interview with four of the preservice teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) in order to find categories of factors that influenced the pre-service teachers' teacher identity development. The results indicate that the support especially from mentors and positive feedback from pupils during two teaching practicum periods, and the student teacher's passion for their own subject, were incremental in building confidence in one's teaching abilities. The participants also realized that they were in the beginning of their teacher identity development and were committed to lifelong learning.

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“To Get a Foot in the Door”: New Host Country Educated Immigrant Teachers’ Perceptions of Their Employability in Finland

Cited by 4 publications

References 14 publications

Finland and Sweden: Muslim Teachers as Cultural Brokers

Finland and Sweden: Muslim Teachers as Cultural Brokers

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

Student Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program

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