PROFESSIONAL INTEGRATION OF IMMIGRANT TEACHERS IN THE SCHOOL SYSTEM: A LITERATURE REVIEW
Contributor(s)Programme canadien de bourses de la francophonie (PCBF)
FQRSC 2009-2013 (Les professions de l'enseignement: trajectoires et agents dans le contexte des réfomes scolaires au Québec
KeywordsImmigrant teachers; Teachers of recent migration; Immigrant teaching personnel; professional integration; Integration of immigrant teachers
enseignants immigrants; enseignants de migration récente; personnel enseignant immigrant; insertion professionnelle; insertion des enseignants immigrants
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AbstractThis literature review article investigates the professional integration of teachers recently immigrated to Canada and other western countries. Its findings reveal a number of obstacles to the integration of immigrant teachers into the teaching profession. The review summarizes different initiatives facilitating or hampering immigrant teachers’ access to employment and professional integration. It also notes that there is little research on teachers’ professional integration in Western French speaking countries in general, and more particularly in Quebec where these teachers are often relied upon because of the shortage of personnel in this profession.L’INSERTION PROFESSIONNELLE DES ENSEIGNANTS IMMIGRANTS DANS LE MILIEU SCOLAIRE : RECENSION DES ÉCRITSCette recension des écrits porte sur l’insertion professionnelle des enseignants immigrants au Canada et ailleurs en Occident. Les résultats mettent en évidence divers obstacles à leur insertion dans la profession enseignante. Ils permettent également de prendre connaissance de certaines mesures qui favorisent ou nuisent à leur intégration dans l’emploi et au sein de l’équipe-école. On constate aussi que peu de recherches sont faites sur le sujet dans les pays francophones en général et au Québec en particulier où on compte sur l’apport de ces enseignants pour combler les besoins de main-d’œuvre.
Cette recension des écrits porte sur l’insertion professionnelle des enseignants immigrants au Canada et ailleurs en Occident. Les résultats mettent en évidence divers obstacles à leur insertion dans la profession enseignante. Ils permettent également de prendre connaissance de certaines mesures qui favorisent ou nuisent à leur intégration dans l’emploi et au sein de l’équipe-école. On constate aussi que peu de recherches sont faites sur le sujet dans les pays francophones en général et au Québec en particulier où on compte sur l’apport de ces enseignants pour combler les besoins de main-d’œuvre.
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Institutional Strategies and Factors that Contribute to the Engagement of Recent Immigrant Adult Students in Ontario Post-Secondary EducationAxelrod, Paul D.; Theory of participation (2014-07-10)The purpose of this study is to provide a unique investigation that yields vital data on barriers experienced by recent immigrant adult students (RIAS), the policies, practices and supports in PSE and their impact on RIAS engagement, and factors that contribute to the engagement of RIAS in Ontario PSE. This examination contributes to and furthers the student engagement in PSE literature by providing an original view into RIAS engagement in PSE. This dissertation involves qualitative and quantitative research methods including 18 key informant interviews, six focus groups, one interview and 434 survey responses as well as historical data, policies, procedures and artifacts at colleges and universities in Ontario. These different methodological attributes bring triangulation of sources and methods into the study. All of the data is analyzed using the student engagement conceptual framework. This study finds that PSE in Ontario seems to know little of the number, type, experiences and engagement of RIAS on campus. This research argues how and why the traditional model of engagement does not apply well to RIAS. Key findings include that RIAS are performing well academically in PSE despite the numerous barriers that they face and their lack of engagement. RIAS strong motivation to complete PSE and their inherent optimism is such that many persist to completion. One fundamental factor contributing to the lack of engagement for RIAS is their minimal social involvement in PSE. Using the findings, this dissertation provides numerous recommendations for changes to institutional policies and procedures to further RIAS engagement. Both academic and social engagement of RIAS in PSE significantly predict the hallmarks of a liberal education. This is a noteworthy reason for PSE to make an investment in the engagement of RIAS in Ontario PSE. This study therefore has implications for theory and practice in PSE in Ontario. Through developing creative ways to remove barriers and augment supports for RIAS in PSE, RIAS may begin to be more engaged in PSE. This noble endeavour can help RIAS more fully develop into engaged citizens and truly assist them in their settlement experience in Ontario.
The Wage Effects of Immigration and EmigrationDocquier, Frederic; Peri, Giovanni; Ozden, Caglar (2012-03-19)Immigrants in Rome or Paris are more
visible to the public eye than the Italian or French
engineers in Silicon Valley, especially when it comes to the
debate on the effects of immigration on the employment and
wages of natives in high-income countries. This paper argues
that such public fears, especially in European countries are
misplaced; instead, more concern should be directed towards
emigration. Using a new dataset on migration flows by
education levels for the period 1990-2000, the results show
the following: First, immigration had zero to small positive
long-run effect on the average wages of natives, ranging
from zero in Italy to +1.7 percent in Australia. Second,
emigration had a mild to significant negative long-run
effect ranging from zero for the US to -0.8 percent in the
UK. Third, over the period 1990-2000, immigration generally
improved the income distribution of European countries while
emigration worsened it by increasing the wage gap between
the high and low skilled natives. These patterns hold true
using a range of parameters for the simulations, accounting
for the estimates of undocumented immigrants, and correcting
for the quality of schooling and/or labor-market downgrading
of skills. All results go counter to the popular beliefs
about migration, but they are due to the higher skill
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