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The Relevance of Immigrant Teachers' Experiences to Developing Professional Identity during a Teacher Requalification Program in Norway

The Relevance of Immigrant Teachers' Experiences to Developing Professional Identity during a Teacher Requalification Program in Norway

Dag Freddy Røed, Elena Tkachenko
ISBN13: 9781799888888|ISBN10: 1799888886|ISBN13 Softcover: 9781799888895|EISBN13: 9781799888901
DOI: 10.4018/978-1-7998-8888-8.ch008
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MLA

Røed, Dag Freddy, and Elena Tkachenko. "The Relevance of Immigrant Teachers' Experiences to Developing Professional Identity during a Teacher Requalification Program in Norway." Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching, edited by Sviatlana Karpava, IGI Global, 2022, pp. 1-23. https://doi.org/10.4018/978-1-7998-8888-8.ch008

APA

Røed, D. F. & Tkachenko, E. (2022). The Relevance of Immigrant Teachers' Experiences to Developing Professional Identity during a Teacher Requalification Program in Norway. In S. Karpava (Ed.), Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching (pp. 1-23). IGI Global. https://doi.org/10.4018/978-1-7998-8888-8.ch008

Chicago

Røed, Dag Freddy, and Elena Tkachenko. "The Relevance of Immigrant Teachers' Experiences to Developing Professional Identity during a Teacher Requalification Program in Norway." In Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching, edited by Sviatlana Karpava, 1-23. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8888-8.ch008

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Abstract

As a result of increasing immigration to Norway and other European countries, many higher education institutions see a need to customize their educational programs or establish requalification programs for immigrants with professional backgrounds from their home country. This chapter explores how immigrant teachers in requalification programs in Norway relate their prior professional experience to developing their professional identity in the requalification process for becoming teachers in a new country. This study shows that although the immigrant teachers' prior experiences come from school systems that differ significantly from the Norwegian system, their ideological beliefs and values seem to be compatible with the values rooted in the Norwegian school system. With respect to the theoretical concepts of boundary crossing and transformative learning, we identify potentially critical content that should be emphasized in the curricula for requalification programs for teachers.