Re‐credentialling experiences of immigrant teachers: negotiating institutional structures, professional identities and pedagogy

Abstract

Teachers immigrating to Canada with credentials from non‐Canadian jurisdictions are regarded as desirable immigrant professionals because of their high levels of education and yet, nevertheless, are required to redo some or all of their professional training. This research examines sociocultural notions of voice, agency, authorship and identity in considering how a group of 28 teachers with diverse professional and personal backgrounds, and with initial teaching credentials from outside Canada, perceive and respond to the institutional/structural constraints imposed by mainstream ‘gate‐keeping’ institutions. Analysis of data from interviews and questionnaires indicates that teachers initially credentialled outside of Canada potentially have much to add to the education of students in Canadian schools. However, to achieve this potential it is necessary that these educators' encounters with Canadian educational institutions engage rather than silence their voices.

Notes

Corresponding author. Faculty of Education, Simon Fraser University, 8888 University Drive, Burnaby, BC, Canada V5A 1S6. Email: [email protected]

Teachers immigrating to B.C., whether from outside the province or outside the country, are required to submit their qualifications to the BCCT for authorization to teach in B.C. The College, upon examination of non‐B.C. credentials, makes determinations regarding possible requirements to establish eligibility for B.C. teaching certification. Teachers from outside Canada currently need to take two semesters of teacher education and may variously need to pursue the following requirements depending on their previous documented education: (1) course in each of Canadian history, Canadian geography, a laboratory science and mathematics, and (2) courses in English. Further, whether a teacher intends to seek certification for teaching secondary or elementary school will, in combination with the teacher's documented academic and professional preparation, also have implications for the re‐certification requirements that the College of Teachers will stipulate.