Aspiration, Career Progression and Overseas Trained Teachers in England

Autor/in	Miller, Paul
Titel	Aspiration, Career Progression and Overseas Trained Teachers in England
Quelle	In: International Journal of Leadership in Education, 22 (2019) 1, S.55-68 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2018.1503838
Schlagwörter	Foreign Workers; Teacher Recruitment; Foreign Countries; Overseas Employment; Developing Nations; Racial Bias; Teacher Promotion; Teacher Education; Teacher Qualifications; Cultural Background; Identification (Psychology); Developed Nations; Social Environment; Department Heads; Teacher Attitudes; Administrator Attitudes; Whites; Barriers; Minority Group Teachers; Ethnic Groups; Teacher Shortage; Teacher Leadership; Occupational Aspiration; Career Planning; Migration; High School Teachers; Nationalism; United Kingdom (England); Jamaica; South Africa; Australia; United States; New Zealand; Canada; Ireland + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Ausland; Auslandstätigkeit; Developing country; Developing countries; Entwicklungsland; Racial discrimination; Rassismus; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Developed countries; Industriestaat; Industrieland; Soziales Umfeld; Lehrerverhalten; White; Weißer; Ethnie; Lehrermangel; Lehrerfunktionsstelle; Berufsneigung; Berufsziel; Karriereplanung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Nationalismus; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Australien; USA; Neuseeland; Kanada; Irland
Abstract	The recruitment of overseas trained teachers (OTTs) in England is a matter that has received as much attention inside the United Kingdom as outside. Education systems in small island and developing states, especially, were believed to have been placed 'at risk' following the departure of experienced and qualified teachers. Correspondingly, the presence of OTTs in England has contributed to, "inter alia," workforce stability, behavioural management solutions and curriculum enhancement. Despite these contributions, however, very little is known about the career progression of OTTs in England. Through a tracer study of OTTs recruited between 2001 and 2008, in the first phase of teacher migration to the UK, this qualitative study explored the perceived factors that facilitate and/or hinder the progression of Caribbean OTTs in England. Drawing on postmodernism, critical and social identity theories, this paper examines how institutional racism and discrimination play a part in restricting the promotion and career progression of OTTs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01