Education Publications
Document Type
Article
Publication Date
2-16-2010
Journal
Canadian Journal of Educational Administration and Policy
Volume
100
Abstract
This article considers the marginalization of internationally educated teachers (IETs) as occasional teachers. In particular, it explores the experiences of three IETs as they try to gain access to full-time teacher employment within the Ontario, English-speaking public school system. Data used in this article was generated from a qualitative study of occasional teachers who worked in the Ontario English-speaking public school system. Findings indicated that these teachers engaged in considerable amounts of unpaid work, participated in a great deal of informal and formal learning, and accepted all and any occasional work available – all practices associated with the cycle of marginalization.
Notes
The author wishes to acknowledge that this article was first published in the Canadian Journal of Educational Administration and Policy, Vol. 100