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Factors Facilitating the Successful Entry of Internationally Educated Teachers into the Ontario Education System

Factors Facilitating the Successful Entry of Internationally Educated Teachers into the Ontario... BeIträge Ping Deters FACTORS FACILITATING THE SUCCESSFUL ENTRY OF INTERNATIONALLY EDUCATED TEACHERS INTO THE ONTARIO EDUCATION SYSTEM Summary: This article presents findings from a qualitative research study of the professional integration experiences of internationally educated teachers and college professors (IETs) in Ontario, Canada. I focus on the factors that facilitate the successful entry of IETs into the Ontario English public education system. The findings show that successful entry is often a combination of many factors. Some factors, such as demand, appear to be out of the control of an individual, but the findings also reveal how some IETs, through their persistence and agency, were able to overcome constraints. In addition, the findings reveal that the attitude of the professional community, especially administrators in hiring positions, and institutional regulations play a crucial role in the successful entry of internationally educated teachers into the Ontario public education system. 1. Introduction This article presents findings from a qualitative research study of the professional integration experiences of internationally educated teachers and college professors (IETs)1 in Ontario, Canada. The study was motivated by two contemporary migration trends. First, globalization has resulted in an ever-increasing number of internationally educated professionals crossing borders. This trend http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Bildung und Erziehung de Gruyter

Factors Facilitating the Successful Entry of Internationally Educated Teachers into the Ontario Education System

Deters, Ping
Bildung und Erziehung , Volume 68 (4) – Jul 1, 2015
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Publisher
de Gruyter
Copyright
Copyright © 2015 by the
ISSN
0006-2456
eISSN
2194-3834
DOI
10.7788/bue-2015-0403
Publisher site
See Article on Publisher Site

Abstract

BeIträge Ping Deters FACTORS FACILITATING THE SUCCESSFUL ENTRY OF INTERNATIONALLY EDUCATED TEACHERS INTO THE ONTARIO EDUCATION SYSTEM Summary: This article presents findings from a qualitative research study of the professional integration experiences of internationally educated teachers and college professors (IETs) in Ontario, Canada. I focus on the factors that facilitate the successful entry of IETs into the Ontario English public education system. The findings show that successful entry is often a combination of many factors. Some factors, such as demand, appear to be out of the control of an individual, but the findings also reveal how some IETs, through their persistence and agency, were able to overcome constraints. In addition, the findings reveal that the attitude of the professional community, especially administrators in hiring positions, and institutional regulations play a crucial role in the successful entry of internationally educated teachers into the Ontario public education system. 1. Introduction This article presents findings from a qualitative research study of the professional integration experiences of internationally educated teachers and college professors (IETs)1 in Ontario, Canada. The study was motivated by two contemporary migration trends. First, globalization has resulted in an ever-increasing number of internationally educated professionals crossing borders. This trend

Journal

Bildung und Erziehung – de Gruyter

Published: Jul 1, 2015

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