Professional identity and agency in immigrant teachers’ professional transition to work in Australia

• Published in: Australian educational researcher Vol. 51; no. 1; pp. 213 - 230
• Main Authors: Yip, Sun Yee, Saito, Eisuke, Diamond, Zane M.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.03.2024; Springer Nature B.V
• Subjects: Data Analysis; Education; Educational Environment; Educational leadership; Educational Policy and Politics; Educational Psychology; Instructional Leadership; Pedagogy; Professional identity; Research Methodology; Students; Teacher Qualifications; Teachers; Teaching; Teaching and Teacher Education; Teaching Methods; Australia; Asia; Immigrant teachers; Professional transition; Professional identity
• ISSN: 0311-6999; 2210-5328
• DOI: 10.1007/s13384-022-00600-w

The global mobility and migration of teachers has affected the education environment worldwide. This study examines the professional transition of immigrant teachers and finds that teacher professional identity is a critical element in a complex process of professional transition. Using a qualitative inductive approach, this study reports on the professional transition experiences of ten teachers who migrated from Asia to Australia. Findings revealed that teachers’ employment status, skills and knowledge, perceived social position, and beliefs and attitudes towards teaching are significant elements of teacher identity that either enable or inhibit immigrant teachers’ professional transition. The findings relate to previous research and offer an enhanced understanding of how policymakers and educational leaders can support overseas teachers as they transition into schools within the Australian context.