04 SES 16 A, Professionalism & (Forced) Migration – Internationally Trained Teachers Re-Accessing the Job Market
The paper presents an analysis of data from a sequential explanatory mixed method study which examined the experiences of Immigrant Internationally Educated Teachers as they sought teaching work in Ireland. This study builds on previous research in the area (Schmidt and McDaid, 2015; McDaid and Walsh, 2016; Walsh and McDaid, 2019), but is the first to provide an in-depth interrogation of these teachers’ experiences. Initially, quantitative data were generated through an online survey of 220 IIETs. Focus groups were then with a sub-sample of these participants, while additional focus groups ex-plored the perceptions of prospective employers in relation to the employment of IIETs. Finally, evaluative data were generated with 40 participants on the first ever bridging programme for IIETs in Ireland. Participants on the programme were drawn from a variety of national backgrounds, possessing a wide variety of qualifications and experience of teaching prior to their immigration into Ireland. They were at various points in the journey to re-professionalise as teachers in Ireland. Data analysis has unearthed a number of key issues pertinent, both to the experiences of IIETs currently in Ireland, and for policy mak-ers concerned with attracting migrant teachers into the Irish context. The first set of these issues pertains to difficulties with process of registration with the Irish Teaching Council. Key elements here include difficulty obtaining information from abroad, including from “home” universities, competent authorities in other countries and police clearance. Par-ticipants also referred to the costs involved, and more general difficulties relating to de-veloping competency to teach through the Irish language in primary level. Importantly, participants also identified mismatch between qualifications obtained and those qualifi-cations required by the Irish state, for example in relation to the age range which they are qualified to teach, of there being no clear route to registration for those with particular, specialist teacher qualifications, such as in the field of Special Education and Guidance Counsellors, and also of subjects not currently offered on the Irish curriculum, such as Psychology or Mandarin. While registration emerged as a significant barrier to those wishing to continue their teaching profession in Ireland, other barriers to employment also emerged. These included lacking the confidence and language skills to apply for positions and a lack of requisite social capital to gain access to an Irish school. Data from the evaluations of the bridging programme indicate that the programme was particularly helpful in addressing these latter issues.
Schmidt, C. and Mc Daid, R. 2015. Linguistic barriers among internationally educated teachers in Ireland and Canada: A critical comparative analysis. Australian Review of Ap-plied Linguistics, 38(3), 172-183. Mc Daid, R. and Walsh, T. 2016. Challenging the homogeneity of the elementary school teaching force in Ireland. In Schmidt, C and Schneider, J. (Eds.), Diversifying the teaching force in transnational contexts: Critical perspectives. Sense Publishers: Rotterdam, The Netherlands, pp. 153-164. Walsh, T. and Mc Daid, R. (2019). Race discrimination and the management of ethnic di-versity at work: The case of elementary teachers in Ireland. In Vassilopoulou, J., Kyriaki-dou, O. Showunmi, V. and Brabet, J. (Eds.) Race discrimination and the management of ethnic diversity at work: European countries perspectives. United Kingdom: Emerald Group Publishing Limited.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.