Academic literature on the topic 'Overseas-qualified teachers'

This qualitative multiple-site case study explores the experiences of imported and overseas-qualified teachers appointed to fill ‘difficult-to-staff’ Western Australian rural schools. In a climate of global teacher shortages, investigation of the strategies adopted to solve this problem requires empirical examination. The study of six imported and overseas-qualified teachers found that they experienced difficulties with the employment application process, were not adequately inducted into the system and experienced difficulties with cultural adaptation related to pedagogy, behaviour management and language. These teachers still remained in schools for lengths of time comparable to their Australian-born counterparts. Transitions into schools could be assisted with improved appointment processes, induction and school-based support. A research agenda for further investigation of this field is recommended.

The recruitment of overseas trained teachers (OTTs) in England has seemingly disappeared from the policy radar despite their large numbers, continuing impact on primary and secondary education, and the ongoing second wave of teacher migration that started in 2014. OTTs continue to contribute to stability and continuity of provision in primary and secondary schools. From a qualitative study on ‘A day in the life of an overseas trained teacher’, this article examines (a) strategies used by OTTs to cope in their daily working lives and (b) teaching experience of OTTs in England compared with their teaching experiences in their countries of origin. The findings suggest that whereas all OTTs are ‘surviving and coping’ with the demands of their jobs, they do not appear to be ‘thriving and flourishing’. This is against the background of a racialized education and migration policy context that grants exclusions from undertaking UK Qualified Teacher Status to teachers from White, industrialized countries, but not for OTTs from non-White, non-industrialized countries. Through personal agency and a strong sense of self (or their ‘situated identity’), OTTs navigate complex institutional and regulatory hurdles in order to survive and cope. The article concludes that the education system, school governors and school leaders can do more to ensure all teachers thrive and flourish, and not just some.

Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such teachers survive in Australia, we then present an introspective study of the experiences of the first author, including the circumstances that brought her to Australia, the difficulties she faced in teacher training and as a newly employed teacher, and the factors that enabled her to cope and eventually succeed. Her experiences highlight the particular importance of supportive supervisors and colleagues, thus suggesting a valuable role for mentoring.

Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such teachers survive in Australia, we then present an introspective study of the experiences of the first author, including the circumstances that brought her to Australia, the difficulties she faced in teacher training and as a newly employed teacher, and the factors that enabled her to cope and eventually succeed. Her experiences highlight the particular importance of supportive supervisors and colleagues, thus suggesting a valuable role for mentoring.

Abstract : Indian engineering colleges need more qualified faculty, since, thousands of engineering colleges have been approved by AICTE with teachers who possess only bachelor's degrees without any experience in curriculum design, instructional design, evaluation, and industrial training. Many of them were not exposed to advanced industrial design and advanced manufacturing practices. This has resulted in the unemployment of about 70% of the graduates. This paper focuses on the systematic planning, and implementing appropriate faculty development programs not only for the fresh graduate teachers but also the senior faculty members through various longterm programs, short-term courses, industrial training, research works, Massive Open Online Courses (MOOCs) under SWAYAM, and training through specialized overseas courses that are implemented by Ministry of Education. National Institutes of Technical Teachers Training are offering MOOCs in various areas of engineering education. Continuous process development has been suggested. The engineering colleges could reimburse facultymembers on the cost of training under MOOCs which are offered by edX, COURSERA, etc. Further, the colleges should organize faculty development programs in collaboration with the well-known global universities and Research & Development Centers of Multinational Companies (MNCs) which are functioning here. Such a dynamic initiative will bring excellence in the knowledge capital. The government can assist professional associations to plan industryrelevant workshops. Considering the difficulties in getting admission for thousands of faculty members in Quality Improvement Programs (QIP), alternate, hybrid and flexible programs are suggested. The significant outcomes of these initiatives are: i) It increased the skills and competencies of the faculty members and students; ii) The graduates have become be industry-ready; iii) Many regions have come industrially competitive, iv) The new initiatives like Pandit Madan Mohan Malavia National Mission on Teachers and Teaching (PMMMNMTT) and MOOCs have improved the faculty competencies in hundreds of colleges; v) Global Initiative for Academic Networks (GIAN) have increased interdisciplinary research capability of the faculty members; vi) The overall outcomes of these initiatives have improved the engineering curriculum, attributes of the graduates and interdisciplinary research. It is suggested to undertake further research on the finetuning of the curricula to meet the challenges of Industry-4.0 Keywords: Faculty Competence, Dynamic Process, QIP, Summer Schools, Webinars, MOOCs.

This research examines students’ perception on professional competence of Arabic education department lecturers. It seeks to answer questions whether or not educational background, level of education, age, and gender correlate with lecturers’ professional competent. In this study, students are asked to answer questions on their lecturers’ 1) mastery of subject matters, 2) pedagogical knowledge, 3) attitudes, 4) discipline, 5) clarity on the assessment procedure, 6) the use of teaching media and students’ learning achievement. The findings of the study suggest that over 50% of students perceive their lecturers (those who teach in department of Arabic Education) are qualified enough to carry out their professional responsibilities. The research also uncovers that lecturers’ background education, such as between those who graduated from local and overseas universities, does not show any significant difference in their ways of classroom practices. However, the research found that level of education indeed influences lecturer’s ways of teaching, especially on the aspects that become the focus of this research. In addition, age does not show much different but in some instances, senior lecturers are more capable at pedagogical content knowledge, assessment, and better of in term of the attitude. Finally, this research also found that gender difference does make difference. Female lecturers, for example are found to be better in all aspects measured for this study. Copyright © 2015 by Al-Ta'lim All right reserved

AbstractThis research aims at finding out how input, superiority and particularity of learning process, and output of MTs Negeri Winong Pati has influenced. The research on State Islamic Junior High School is Superior in adopting a qualitative descriptive method at MTs Negeri Winong Pati, Central Java. The research outcome shows that MTs Negeri Winong Pati has several superiorities and particularities. Of the input side, this school has qualified student input, adequate facility and infrastructure, professional teacher and supported by innovative management. The superiority and particularity owned by this school among others are history, physical particularity, financial independency, innovation on general and religious curriculum, learning innovation namely bilingual boarding school, olympic class, comparative overseas study and supported by innvovative learning method with IT. This school has a good achievement in terms of its institution, principal, teacher and student. The achievement is not only in academic field but also non-academic and religious fields. AbstrakPenelitian ini bertujuan untuk mengetahui bagaimana input, keunggulan dan kekhasan proses pembelajaran, dan output MTs Negeri Winong Pati. Penelitian Madrasah Tsanawiyah Negeri Unggul menggunakan metode deskriptif kualitatif di MTs Negeri Winong Pati Jawa Tengah. Hasil penelitian menunjukkan bahwa MTs Negeri Winong Pati memiliki berbagai keunggulan dan kekhasan. Dari sisi input, madrasah ini memiliki input siswa yang berkualitas, sarana prasarana yang memadai, tenaga pengajar yang profesional, dan didukung manajemen inovatif. Keunggulan dan kekhasan yang dimiliki madrasah ini antara lain kesejarahan, kekhasan fisik, kemandirian pembiayaan, inovasi kurikulum umum dan agama, inovasi pembelajaran yaitu kelas bilingual boarding school, kelas olimpiade, studi banding keluar negeri, dan didukung metode pembelajaran inovatif dengan teknologi IT. Prestasi madrasah juga unggul baik prestasi lembaganya, kepala madrasah, guru, dan siswa. Prestasi tidak hanya di bidang akademik tetapi juga bidang non akademik dan keagamaan.

[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earliest phases of appointment, tracking their experiences over time. In times and places of persistent teacher shortages, teacher quality of worklife issues are paramount. Factors impacting on teacher quality of worklife may impact on teacher retention, staffing levels and ultimately the quality of education for children. For these reasons, this study aimed to develop substantive theory about the experiences of teachers commencing appointments in rural and remote schools by investigating the perspectives of novice, interstate and overseas-qualified teachers. The study sought to develop understandings of rural and remote teachers quality of worklife. In order to achieve this aime, the experiences of 29 teachers were examined, in four categories of teachers likely to be appointed to rural and remote locations: young novices; mature-aged novices; interstate; and overseas-qualified teachers in a qualitative collective case study. ... Awareness of the variety of factors in multiple environments, and the complex interplay between them, helps to account for the diversity of perspectives and quality of worklife outcomes for rural and remote teachers. Two theories were generated from ten propositions. The first theory, Quality of Worklife for Rural and Remote Teachers: Person-Environment Fit to Multiple Environments, identified protective and risk factors associated with workrole, workplace, organisation, geographic and socio-cultural community environments. The theory recognises spillover between work and non-work life experiences, impacting on quality of teacher worklife; however, factors directly associated with worklife impacted most significantly on quality of worklife. The second theory, Processes of Adaptation to Multiple Rural and Remote Environments, identified processes (teacher expectations, evaluations of environments, responses to environments) and coping strategies (direct-action, palliative and avoidant) as leading to one of four outcomes: integration; resilient integration; disequilibrium; and withdrawal. The case study findings offer original understandings of experiences of teachers newly appointed to rural and remote schools, through the development of theory about multiple environments teachers encounter and processes of adaptation associated with their relocation to rural and remote areas. The findings have implications for theory, policy and practice, and contribute new dimensions to the general quality of worklife literature.

The aim of this research was to identify the personal and professional experiences of Turkish primary and secondary teachers, who are currently teaching, or have previously taught in Victorian schools. This research drew upon these teachers’ experiences to make recommendations for future teacher education, training, professional development and/or induction programs. These recommendations if implemented will support future Turkish teachers in adapting to the Victorian education system. The induction programs and facilities are expected to encourage overseas graduate teachers, who are currently not in the teaching system, to re-enter the workforce as teachers in Victoria.