Open AccessJournal Article
Marginalization and the Occasional Teacher Workforce in Ontario: The Case of Internationally Educated Teachers (IETs)
TL;DR: This article explored the experiences of three IETs as they tried to gain access to full-time teacher employment within the Ontario, English-speaking public school system, and found that these teachers engaged in considerable amounts of unpaid work, participated in a great deal of informal and formal learning, and accepted all and any occasional work available.
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Abstract: This article considers the marginalization of internationally educated teachers (IETs) as occasional teachers. In particular, it explores the experiences of three IETs as they try to gain access to full-time teacher employment within the Ontario, English-speaking public school system. Data used in this article was generated from a qualitative study of occasional teachers who worked in the Ontario English-speaking public school system. Findings indicated that these teachers engaged in considerable amounts of unpaid work, participated in a great deal of informal and formal learning, and accepted all and any occasional work available – all practices associated with the cycle of marginalization.
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Citations
Education, Migration and Development
01 Jan 2022
TL;DR: In this paper , the authors look critically at how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and international levels.
Leadership in Qatar’s Educational Reform
Sonia Ben Jaafar
- 01 Jan 2012
TL;DR: The State of Qatar is a small, rich, developing country in the Arabian Gulf which introduced an extensive U.S.-inspired educational reform in 2004 as mentioned in this paper, a prominent part of the reform is a performance-based accountability system that includes national and international assessments.
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Internationally Educated Teachers in Canada: Caught Between Scylla and Charybdis
Chouaib El Bouhali
- 01 Jan 2019
TL;DR: In this paper, the authors argue that diversity and inclusion remain incompatible as long as there is a lack of serious commitments from decision and policy makers, which limits their socioeconomic participation and professional mobility in Canada.
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TL;DR: The consequences of migration and migration seem, on the whole, to be the same as discussed by the authors, that the "cake of custom" is broken and the individual is freed for new enterprises and for new associations.
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TL;DR: In the state of Indiana, students who desire an elementary license will complete a 24-hour course of study, and secondary licensure program is an 18-hour program as discussed by the authors, which includes state tests, CPR training, and suicide prevention training.
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Expectations and Experiences of Substitute Teachers
Patricia Duggleby,Sal Badali +1 more
TL;DR: This paper explored the expectations of support for and the experiences of substitute teachers in an urban school division in Saskatchewan Data were collected in semistructured interviews with seven substitute teachers and the purpose of the study was to explore how substitute teachers frame their professional experiences and construct their roles in complex institutional contexts.
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Educational reform and teacher professionalism
TL;DR: Gustafsson as mentioned in this paper argued that the necessity of reform is a manifestation of the system's transience and its future dissolution and replacement with a new system, and that if we look at the future from a dynamic point of view, reforms transcend the system.
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