Citations (33)
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Johanna Ennser-Kananen & Maria Ruohotie-Lyhty. (2023) ‘I’m a foreign teacher’: legitimate positionings in the stories of a migrant teacher. Journal of Education for Teaching 49:3, pages 491-506.
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Ludmila Krivosh. (2022) Ways of integrating education-college graduates from the Ethiopian community in the education system in Israel. Intercultural Education 33:3, pages 318-334.
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Lilach Marom. (2018) Eastern/Western conceptions of the “Good Teacher” and the construction of difference in teacher education. Asia-Pacific Journal of Teacher Education 46:2, pages 167-182.
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Hongxia Shan & Shibao Guo. (2013) Learning as sociocultural practice: Chinese immigrant professionals negotiating differences and identities in the Canadian labour market. Comparative Education 49:1, pages 28-41.
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Jinghe Han & Michael Singh. (2007) Getting World English Speaking Student Teachers to the Top of the Class: Making hope for ethno‐cultural diversity in teacher education robust. Asia-Pacific Journal of Teacher Education 35:3, pages 291-309.
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Articles from other publishers (28)
Peidong Yang & Lee Tat Chow. (2023) Negotiating identities, values, and teaching practices: five immigrant teachers in Singapore schools as potential agents of educational diversity. Asia Pacific Education Review.
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Margaret E.B. Webb & Marie Paretti. (2022) Exploring Professional Identity Development Research on Displaced Higher Education Students. Exploring Professional Identity Development Research on Displaced Higher Education Students.
Ilana Finefter‐Rosenbluh. (2022) Motility, viscosity and field: A portrayal of migrant teachers' professional mobility and ethical conflicts in American and Australian faith‐based schools. British Educational Research Journal 48:5, pages 1008-1026.
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Rory Mc Daid & Emer Nowlan. (2021) Barriers to recognition for migrant teachers in Ireland. European Educational Research Journal 21:2, pages 247-264.
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Anki Bengtsson & Larissa Mickwitz. (2021) The complexity of professional integration: An investigation of newly arrived teachers’ initial process of establishing themselves as teachers in Sweden. European Educational Research Journal 21:2, pages 214-229.
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Kudzayi Savious Tarisayi & Sadhana Manik. (2019) Affirmation and Defamation: Zimbabwean Migrant Teachers’ Survival Strategies in South Africa. Journal of International Migration and Integration 22:1, pages 183-204.
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Seung Eun McDevitt. (2020) Tracing Diverse Pathways to Teaching: Tales of Nontraditional Immigrant Women of Color Becoming Teachers of Young Children. Early Childhood Education Journal 49:2, pages 325-335.
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Alina Slapac & Sujin Kim. 2021. Research Anthology on Culturally Responsive Teaching and Learning. Research Anthology on Culturally Responsive Teaching and Learning
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Lilach Marom. (2019) From experienced teachers to newcomers to the profession: The capital conversion of internationally educated teachers in Canada. Teaching and Teacher Education 78, pages 85-96.
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Joëlle Morrissette, Didier Demazière, Mathieu T. Larose, Serigne Ben Moustapha Diédhiou & Sébastien Arcand. (2020) La confrontation de conventions professionnelles au coeur de la socialisation d’enseignant·e·s formé·e·s à l’étranger travaillant dans l’école montréalaise1. Revue des sciences de l’éducation 45:2, pages 100-128.
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Chouaib El Bouhali. 2019. Interrogating Models of Diversity within a Multicultural Environment. Interrogating Models of Diversity within a Multicultural Environment
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Hannah Soong. (2018) Transnational teachers in Australian schools: Implications for democratic education. Global Studies of Childhood 8:4, pages 404-414.
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Joëlle Morrissette, Didier Demazière, Serigne Ben Moustapha Diédhiou & Saïdou Sèguéda. (2020) Les expériences des enseignants formés à l’étranger dans les écoles montréalaises : l’épreuve de l’autonomie, de la modification du rapport de places et de l’enseignement différencié. Alterstice 8:2, pages 37-49.
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France Gravelle & Claire Duchesne. (2018) Stratégies d’encadrement favorisant l’insertion professionnelle des nouveaux enseignants issus de l’immigration : l’apport du leadership. Éducation et francophonie 46:1, pages 142-161.
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Martin Andrew & Oksana Razoumova. (2017) Being and becoming TESOL educators: Embodied learning via practicum. The Australian Journal of Language and Literacy 40:3, pages 174-185.
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Katharina Bense. (2016) International teacher mobility and migration: A review and synthesis of the current empirical research and literature. Educational Research Review 17, pages 37-49.
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Lilach Marom & Roumiana Ilieva. 2016. Diversifying the Teaching Force in Transnational Contexts. Diversifying the Teaching Force in Transnational Contexts
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Sandra Janusch. (2014) Voices Unheard: Stories of Immigrant Teachers in Alberta. Journal of International Migration and Integration 16:2, pages 299-315.
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Arja Virta. (2015) “In the middle of a pedagogical triangle” – Native-language support teachers constructing their identity in a new context. Teaching and Teacher Education 46, pages 84-93.
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Monica Frank & Roumiana Ilieva. (2015) Betwixt and between. Australian Review of Applied Linguistics 38:3, pages 139-154.
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Carol Reid, Jock Collins & Michael SinghCarol Reid, Jock Collins & Michael Singh. 2014. Global Teachers, Australian Perspectives. Global Teachers, Australian Perspectives
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Muhammad Kamarul Kabilan. (2013) A phenomenological study of an international teaching practicum: Pre-service teachers' experiences of professional development. Teaching and Teacher Education 36, pages 198-209.
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Aline Niyubahwe, Joséphine Mukamurera & France Jutras. (2013) Professional Integration of Immigrant Teachers in the School System: A literature review. McGill Journal of Education 48:2, pages 279-296.
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Claire Duchesne & Rodney Leurebourg. (2012) La recherche-intervention en formation
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Victor Moin, Anna Breitkopf & Mila Schwartz. (2011) Teachers’ views on organizational and pedagogical approaches to early bilingual education: A case study of bilingual kindergartens in Germany and Israel. Teaching and Teacher Education 27:6, pages 1008-1018.
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Susan C. Walsh, Susan M. Brigham & Yina Wang. (2011) Internationally educated female teachers in the neoliberal context: Their labour market and teacher certification experiences in Canada. Teaching and Teacher Education 27:3, pages 657-665.
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Susan C. Walsh & Susan M. Brigham. (2016) Internationally Educated Female Teachers who have Immigrated to Nova Scotia: A Research/Performance Text. International Journal of Qualitative Methods 6:3, pages 1-28.
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