From St. Petersburg to Jerusalem. Life-stories of Russian-speaking Israeli teachers.

Autor/in	Gutman, Mary
Titel	From St. Petersburg to Jerusalem. Life-stories of Russian-speaking Israeli teachers.
Quelle	Aus: Wojciechowicz, Anna Aleksandra (Hrsg.); Vock, Miriam (Hrsg.); Gonzalez Olivo, Diana (Hrsg.); Rüdiger, Marie (Hrsg.): Wie gelingt der berufliche Einstieg von geflüchteten und migrierten Lehrkräften in Deutschland? Theoretische und konzeptionelle Überlegungen, Erfahrungen und Handlungsbedarfe. Weinheim; Basel: Beltz Juventa (2023) S. 94-104Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-7799-6778-2; 978-3-7799-6778-1
Schlagwörter	Fallstudie; Akkulturation; Identität; Soziale Mobilität; Akademiker; Akkulturation; Berufslaufbahn; Biografie; Identität; Integration; Israel; Lehrer; Sowjetunion; Soziale Mobilität; Migration; Fallstudie; Lehrer; Assimilation (Soz); Migration; Migrationsforschung; Sozialer Status; Berufliche Stellung; Berufslaufbahn; Akademiker; Biografie; Integration; Israel; Sowjetunion
Abstract	This study will present the life stories of two teachers (the author's parents) who - with their Russian diplomas and the educational and cultural capital typical of teachers from St. Petersburg, the cultural center of the former Soviet Union (FSU)) - came to Israel as part of the 1990s post-Soviet migration. Their teaching careers covered a period of 30 years (1980-2010). The first decade took place before their immigration to Israel and the last two decades afterwards. These unique pathways will be interpreted using the two most utilized theories in immigration research, namely, assimilation theory and social mobility theory, in order to outline common patterns in the integration of immigrant teachers from the FSU to Israel with an emphasis on changes that took place in professional and social status and the patterns of transformation with regards to their identities. The findings reveal patterns typical of the acculturation process, as opposed to the process of assimilation of immigrant teachers in "foreign" schools. I use the crossovers between the two stories to outline an innovative Axes Model of Professional Mobility (AM-PM), through which I explain the career mobility processes among immigrants from this group. This study offers directions for theoretical discourse and practical recommendations with regards to factors involved in the integration of immigrant teachers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1