Changing the Face of the Scottish Teaching Profession? The Experiences of Refugee Teachers

Autor/inn/en	Kum, Henry; Menter, Ian; Smyth, Geri
Titel	Changing the Face of the Scottish Teaching Profession? The Experiences of Refugee Teachers
Quelle	In: Irish Educational Studies, 29 (2010) 3, S.321-338 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
Schlagwörter	Teaching (Occupation); Adult Education; Educational Change; Foreign Countries; Refugees; Second Language Learning; English (Second Language); Cultural Differences; Interviews; Teacher Attitudes; Teaching Experience; Global Approach; Teaching Methods; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsreform; Ausland; Flüchtling; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Interviewing; Interviewtechnik; Lehrerverhalten; Globales Denken; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The Refugees Into Teaching in Scotland (RITeS) project has been funded by the Scottish government since 2006 to offer support and guidance to refugee teachers in Scotland. A research study aligned with the RITeS project took place from 2007-2008, funded by the West of Scotland Wider Access Forum. The research was managed by a multi-partner group of researchers from higher and further education institutions, local authorities and professional bodies. Through in-depth interviews with a sample of refugee teachers in the West of Scotland, the research project explored key differences in educational systems, curricula and pedagogies between countries of origin and Scotland. Bernstein's insights concerning educational message systems were helpful in understanding the data. This paper focuses on the findings from the interviews, analysing experience, expertise, differences and similarities and barriers faced by refugees attempting to move into teaching in Scotland, as well as exploring their hopes for the future. The paper argues for the importance of overcoming such barriers in order to enable a more linguistically and culturally diverse teaching profession in Scotland. Although the paper draws from the specific context of teaching in Scotland, it also demonstrates relevance to wider international issues of migration, diversity, and globalisation. (Contains 2 tables and 9 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10