Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inn/enProyer, Michelle; Pellech, Camilla; Obermayr, Tina; Kremsner, Gertraud; Schmölz, Alexander
Titel'First and Foremost, We Are Teachers, Not Refugees': Requalification Measures for Internationally Trained Teachers Affected by Forced Migration
QuelleIn: European Educational Research Journal, 21 (2022) 2, S.278-292 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
ZusatzinformationORCID (Proyer, Michelle)
ORCID (Kremsner, Gertraud)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1474-9041
DOI10.1177/1474904121989473
SchlagwörterTeacher Qualifications; Refugees; Educational Background; Teacher Education Programs; Barriers; Foreign Countries; Pedagogical Content Knowledge; Teaching Methods; Professionalism; Cultural Differences; Teacher Certification; Legal Problems; Austria
AbstractThis article looks deeper into the educational careers and barriers faced by internationally trained teachers with refugee backgrounds. Highly skilled teachers experience among others formal barriers due to the two-subject regime in Austria. This study analyses the barriers and measures that disable or enable the requalification of internationally trained teachers who wish to continue their profession in Austria. Guided by a participatory approach laid out by Von Unger in 2014, this study taps into the needs of teaching professionals with refugee backgrounds and led to the development and implementation of a course. The course was compiled to provide educational knowledge as well as pedagogical training. Even though the completed subject of internationally trained teachers was recognised (apart from courses concerning didactics), the fulfilment of regular teacher training in Austria is seen as a "conditio sine qua non." Hence, teachers with a different formal-educational background, irrespective of professional expertise, are seen as lacking education and/or skills. Considering that there is no worldwide consensus regarding the content and structure of teacher education, the implication of a lack of skills as well as the need for bridging programmes will be critically discussed from the participants' perspectives. This article offers insight into the transcultural implications of professionalism. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/4/11
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "European Educational Research Journal" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)

Teile diese Seite: