Résumés
Abstract
This article offers a review of the research on the issues facing internationally educated teachers (IETs) within the Canadian education system, including recertification and qualifications recognition, linguicism, and diversity, discrimination, and inclusion. Following an overview and analysis of these issues, the financial, academic, language, and acculturative support the IETs can access and the push to diversify the teaching force are explored as ways these educators endure the challenges. The final part of the article includes an overview of gaps in the literature including the lack of symmetry among provincial recertification processes throughout the country and a call for scholars to undertake studies to understand the IET experience and include these teachers in more significant numbers in the Canadian school system.
Keywords:
- Internationally educated teachers,
- qualifications recognition,
- teacher recertification,
- linguicism,
- systemic racism,
- teacher diversification
Résumé
Cet article propose une recension des recherches portant sur les enjeux auxquels font face les enseignant·e·s formé·e·s à l’étranger (EFE) dans le système éducatif canadien, notamment la requalification et la reconnaissance des diplômes, le linguicisme ainsi que les questions de diversité, de discrimination et d’inclusion. À la suite d’une analyse de ces enjeux, l’article examine les formes de soutien financier, académique, linguistique et d’acculturation auxquelles les EFE peuvent avoir accès, de même que les initiatives visant à diversifier le personnel enseignant, comme moyens de faire face à ces défis. Certaines lacunes ressortent de la littérature, notamment l’absence d’harmonisation des processus de requalification entre les provinces, d’où un appel à la recherche pour mieux comprendre l’expérience des EFE.
Mots-clés :
- Enseignant·e·s formé·e·s à l’étranger,
- reconnaissance des qualifications,
- requalification des enseignant·e·s,
- linguicisme,
- diversification du personnel enseignant
Parties annexes
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