To Be a Minority Teacher in a Foreign Culture : : Empirical Evidence from an International Perspective.

• Author: Gutman, Mary.
• TeilnehmendeR: Jayusi, Wurud.; Beck, Michael.; Bekerman, Zvi.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2023.; ©2023.
• Year of Publication: 2023
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (499 pages)

Table of Contents

Intro -- Contents -- Chapter 1: Introduction -- Part I: Immigrant and Immigrant Origin Teachers as Unrepresented Groups -- Part II: Indigenous Teachers as Minorities in Multilingual and Bilingual Schools -- Part III: Journeys and Identities of International Minority Teacher Educators -- Part IV: Ethnic Minority Teachers as Cultural Mediators -- References -- Part I: Immigrant and Immigrant Origin Teachers as Unrepresented Groups -- Chapter 2: Ethiopian Origin Teachers in Israel: Prejudices, Pedagogical Expectations and the Pygmalion Effect in the Shadow of the COVID-19 -- Introduction -- Ethiopian Origin Teachers in Israel -- Challenges in Integrating Ethiopian Origin Teachers in Israeli Schools -- Methodology -- Sample and Sampling -- Research Process -- The Data Analysis -- Findings and Discussion -- Conclusions and Implications -- References -- Chapter 3: Belonging and Otherness: Teachers of Ethiopian and Russian Origins in Israeli Schools -- Introduction -- Integration of Minorities into the Workplace -- Social Fields -- Israel as an Immigrant Society -- Immigration from the Former Soviet Union (FSU) and from Ethiopia -- FSU Teachers in Israel -- Teachers of Ethiopian Origin (EO) -- Discriminatory Practices Toward FSU and EO Israeli Citizens -- Sense of Belonging/Otherness -- Methodology -- Population -- Research Findings -- Open-Ended Question Analysis: When Do You Feel That You Belong? -- Open-Ended Question Analysis: When Do You Feel Otherness? -- Discussion -- Conclusions and Implications -- References -- Chapter 4: Switzerland: Diversity in the Classroom, Uniformity in the Faculty -- Diversity and Uniformity - The Swiss Case -- Who? Otherness and Othering -- From Diverse Schools to Universities: Choice or Restriction? -- At University: One of Us? -- Into and on the Job: What to Expect? -- Conclusions and Implication -- References.

Chapter 5: Sweden and Germany: Top-Down and Bottom-Up Policy Making in the Re-professionalization of International Teachers -- Introduction -- Teachers with an Immigrant Background and Their Access to Educational Market -- Research Design and Methodology -- Findings and Discussion -- Official Language Requirements -- Monolingualism as a Norm -- Multilingualism as a Resource -- For the Work at School -- On a Social Level -- In Class -- Conclusions and Implications -- References -- Chapter 6: "After Building Relationships, Language Is No Longer a Barrier": Two Bilingual Mathematics Teachers' Growth Through Student Teaching Experiences -- Introduction -- Theoretical Perspectives -- Context and Methods -- Research Findings -- MJ's Story -- The Beginning Phase -- The Middle Phase -- The Ending Phase -- Ana's Story -- The Beginning Phase -- The Middle Phase -- The Ending Phase -- Discussion, Conclusions and Implications -- References -- Chapter 7: "Crossing the River by Feeling the Stones": Understanding Chinese Minority Teachers' Transnational and Transitional Experiences -- Introduction -- Literature Review and Research Objective -- Challenges of Teaching in Transnational Contexts -- Context of Research -- Methodology -- Data Analysis -- Participants -- Findings and Discussion -- New Life in the U.S. -- Challenges Encountered at Schools -- Conclusions and Implications -- References -- Chapter 8: Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education -- Introduction -- Precursor and Pioneer Studies on Minority (Pre-service) Teachers in German-Speaking Countries (Up to 2013) -- Recent Studies on Minority (Pre-service) Teachers in German-Speaking Countries -- Conclusions and Implications -- References.

Chapter 9: Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception -- Introduction -- Minority Teachers in Germany: Objectives and Context of the Research -- Methodology -- Results and Discussion -- Ascriptions and (Self-)Perception of Minority Teachers' Role in Education -- Minority Teachers' Importance for Students' and Students' Own Perspectives -- Professional Integration and Teacher Education -- Conclusion and New Research Areas -- References -- Chapter 10: Germany: Professional Networks of Minority Teachers and Their Role in Developing Multicultural Schools -- Introduction -- Research Objective -- Context of Research -- Research Question and Assumptions -- Methodology -- Sample -- Material and Analysis -- Findings -- Group Discussion 1 -- Superficial Characteristics of the Discussion -- Thematic Course of the Discussion -- Group Discussion 2 -- Superficial Characteristics of the Discussion -- Thematic Course of the Discussion -- Comparison of the Two Discussions -- Discussion -- Conclusions and Implications -- References -- Part II: Migrant and Indigenous Teachers as Minorities in Bilingual and Multilingual Schools -- Chapter 11: "Welcome to the Club": Palestinian-Israeli Teachers in Bilingual Integrated and in Hebrew Speaking Schools -- Introduction -- Israel and the Israeli School System -- Palestinian Israeli Teachers in Hebrew Speaking and in Bilingual Integrated Schools -- Teacher Self-efficacy &amp -- Effectiveness -- Method -- Findings -- Job Satisfaction -- Professional Self-efficacy -- Political Positioning -- Political Tension/War -- Discussion -- Conclusions and Implications -- References -- Chapter 12: Independent Schools in South Africa: Acculturation of Zimbabwean Immigrant Teachers -- Introduction -- Aims of the Research -- Context of Research.

Language -- Immersion -- Assimilation -- Integration -- Educational Leadership Approaches Aligned to Acculturation and Integration -- Cultural Leadership -- Moral/Ethical Leadership -- Dialogical Leadership -- Curriculum Leadership -- Research Design and Methodology -- Sampling and Site Selection -- Data Collection Methods -- Data Analysis -- Findings and Discussion -- Culturally Competitive Schools and Culturally Competitive Leadership -- Institutionalised Dimension -- Personal Dimension -- Instructional Dimension -- Conclusions and Implications -- References -- Chapter 13: Netherlands: Teachers' Perspectives and Practices in Chinese and Polish Language and Culture Teaching -- Introduction -- Languages, Cultures, Policies and Practices -- Languages and Cultures -- Policies from Above and from Below -- Teachers' Curriculum Practices -- Method and Context -- Canonical Texts in Heritage Language and Culture Teaching -- 'The Song of a Little Brook' in the Chinese School -- 'The Polish Child's Catechism' in the Polish School -- Discussion and Conclusions -- References -- Chapter 14: Convergences and Divergences in Career Paths: Recruiting Foreign Teachers in Binational Schools in Argentina -- Introduction -- Where to Work: Binational Schools and Foreign Teachers -- Methodology -- Findings and Discussion -- The Working Scenarios and Conditions from the Teachers' Perspective -- Career Paths for Foreign Teachers in Binational Schools -- Landing Into the Unknown -- Building Bridges Through Foreign Teachers -- Conclusions and Implication -- References -- Chapter 15: Argentina: Minority Indigenous Teachers of Bilingual Intercultural Education -- Introduction -- Research Objective -- Context of Research -- Methodology -- Results and Discussion -- Monolingual Teachers for Bilingual Intercultural Education? -- Minority Language, from School Subject to Object?.

Indigenous Languages Versus the School? -- Conclusions and Implications -- References -- Part III: Journeys and Identities of International Minority Teacher Educators -- Chapter 16: The Growth of Minority Supervisors: Supervision of Pre-service Teachers' Field Experiences -- Introduction -- Research Objectives -- Theoretical Frameworks -- Michel Foucault -- Pierre Bourdieu -- Bruno Latour -- Context of Research -- Pre-service Teacher, Field Experience, and Supervisor -- Triadic Relationship -- Field Experience and Course Work -- Muted Voice of Minority Supervisor -- Methodology -- Position of the Researcher -- Results and Discussion -- Different Expectations on Students' Performance -- Scenario One-Embodied Aspects of Teaching -- Scenario Two-Student's Engagement -- Creating a Field for Symbolic Interaction -- Growth as Both Instructor and Supervisor -- Conclusions and Implications -- References -- Chapter 17: Foster Child of the Family: An Autoethnography of an International Minority Teacher Educator in a U.S. University -- Introduction and Objective -- Theoretical Framework -- Critical Race Theory -- Intersectionality -- Asian Critical Theory -- Methodology -- Findings and Discussion -- Teaching -- Research and Service -- Epilogue -- References -- Chapter 18: Pedagogical Challenges of Immigrant Minority Teacher Educators: A Collaborative Autoethnography Study -- Introduction -- Literature Review -- Complexities of Becoming Teacher Educators -- Complexities and Challenges of Becoming MTEs -- Tensions and Challenges of MTEs' Pedagogical Practices -- MTEs' Pedagogical Transformation -- Theoretical Framework -- Methodology -- Context and Participants -- Data Collection -- Data Analysis -- Findings -- Language Dimension -- Cultural Dimension -- Sociopolitical Dimension -- Discussion, Conclusions and Implications -- Conclusions and Implications.

Appendices.