‘To get a foot in the door’: New Host Country Educated Immigrant Teachers’ Perceptions of Their Employability in Finland

    Research output: Contribution to journalArticleScientificpeer-review

    Abstract

    This article sets out to find factors that promote or hinder employment opportunities for immigrant teachers educated in the host country. The data were collected through online questionnaires and focus group discussions among two student cohorts. After a year of graduating from English-medium teacher education in Finland, the employment situations ranged from full-time permanent teaching posts in Finland to unemployment. Although the majority was successful in securing at least some work, no one was teaching in mainstream classrooms in a regular Finnish school. The scope of teaching qualifications and references from substitutions were perceived as factors for employment. Lacking “strong enough” Finnish skills or native English skills was experienced as the main hindrances to employment. Although generally the participants did not consider their nationality a hindrance to employment, ‘nativeness’ in certain languages seemed to play a role. Being a native English (or sometimes another major language) speaker promoted job opportunities in international schools.
    Original languageEnglish
    Article number3
    JournalAustralian Journal of Teacher Education
    Volume40
    Issue number3
    Pages (from-to)36-51
    Number of pages17
    ISSN0313-5373
    DOIs
    Publication statusPublished - 2015
    MoE publication typeA1 Journal article-refereed

    Fields of Science

    • 516 Educational sciences

    Cite this

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    title = "‘To get a foot in the door’: New Host Country Educated Immigrant Teachers’ Perceptions of Their Employability in Finland",
    abstract = "This article sets out to find factors that promote or hinder employment opportunities for immigrant teachers educated in the host country. The data were collected through online questionnaires and focus group discussions among two student cohorts. After a year of graduating from English-medium teacher education in Finland, the employment situations ranged from full-time permanent teaching posts in Finland to unemployment. Although the majority was successful in securing at least some work, no one was teaching in mainstream classrooms in a regular Finnish school. The scope of teaching qualifications and references from substitutions were perceived as factors for employment. Lacking “strong enough” Finnish skills or native English skills was experienced as the main hindrances to employment. Although generally the participants did not consider their nationality a hindrance to employment, ‘nativeness’ in certain languages seemed to play a role. Being a native English (or sometimes another major language) speaker promoted job opportunities in international schools.",
    keywords = "516 Educational sciences",
    author = "Kaisa Hahl and Heini Paavola",
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    pages = "36--51",
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    AB - This article sets out to find factors that promote or hinder employment opportunities for immigrant teachers educated in the host country. The data were collected through online questionnaires and focus group discussions among two student cohorts. After a year of graduating from English-medium teacher education in Finland, the employment situations ranged from full-time permanent teaching posts in Finland to unemployment. Although the majority was successful in securing at least some work, no one was teaching in mainstream classrooms in a regular Finnish school. The scope of teaching qualifications and references from substitutions were perceived as factors for employment. Lacking “strong enough” Finnish skills or native English skills was experienced as the main hindrances to employment. Although generally the participants did not consider their nationality a hindrance to employment, ‘nativeness’ in certain languages seemed to play a role. Being a native English (or sometimes another major language) speaker promoted job opportunities in international schools.

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