Teachers in Transition. A Biographical Perspective on Transnational Professionalisation of Internationally Educated Teachers in Germany

Bibliographic Data

ID21725643
AuthorsHenrike Terhart (0000-0002-9689-1041, University of Cologne, corresponding author)
Year2022
Volume21
Issue2
Pages293-311
Publication date2022-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 1474-9041 • E-ISSN: 2165-8714
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/14749041211010997
OpenAlexW3165557721
LanguageEN
Citations received14
References cited36

Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher’s license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing

Grounded theory · License · Pedagogy · Political science · Professional development · Qualitative research · Refugee · Social science · Sociology · Teacher education · Education and experiences of immigrants and refugees · Global Education and Multiculturalism · Global Educational Policies and Reforms

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