The following paper discusses different perspectives about the requalification program called “Basics of Educational Science for Teachers with Refugee Background (Bildungswissenschaftliche Grundlagen für Lehrkräfte mit Fluchthintergrund)”. In Austria teachers with refugee background face barriers in re-entering their profession without acquiring further training in the area of pedagogy. The course is conceptualized to enabling these (former) teachers to enter the Austrian labour market through (re-)qualification. This research follows up on findings about individual experiences of participants throughout the course. The participants exemplified their experiences before, during and after the (re-)qualification program with narratives and reflections. The research’s main interest is to focus on a reappraisal comparison between the reflections of the participants taking place immediately after the end of the course and their reflections one year later. Meanwhile, the participants pursued different career paths, leading to the following research questions in a reappraisal perspective: How do teachers with refugee background reflect the impact of requalification on their professional career development? According to an inclusive research approach (Nind 2014), the course participants are actively involved in the whole research process. To collect the follow-up data, former course participants join a group discussion with key questions. Furthermore, they are part of the evaluation team analysing the data material according to the Situational Analysis by Adele Clarke (2005). The aim of the follow-up research is to evaluate the course as (re-)qualification activity regarding its professional as well as its personal benefit to the participants. In other words, it is essential to know how this course has changed the participants’ life.
