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Newly Arrived Migrant Teachers and the Challenges of Reentering Work: Introduction to the Swedish Teaching System
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Author(s):
Elin Ennerberg
,
Catarina Economou
Publication date
(Online):
February 25 2022
Publisher:
Springer International Publishing
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An Introduction to SAXS
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Refugees, migrants, neither, both: categorical fetishism and the politics of bounding in Europe’s ‘migration crisis’
Heaven Crawley
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Dimitris Skleparis
(2017)
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Identity work and the `unemployed' worker: age, disability and the lived experience of the older unemployed
Kathleen Riach
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Wendy Loretto
(2009)
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The career adaptive refugee: Exploring the structural and personal barriers to refugee resettlement
Emily Campion
(2018)
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Publication date (Print):
2022
Publication date (Online):
February 25 2022
Pages
: 1-19
DOI:
10.1007/978-3-030-59533-3_6-1
SO-VID:
915b3539-a75c-4a74-be6d-0cca7ff4ef6d
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Book chapters
pp. 1
Recent Trends in Teacher Identity Research and Pedagogy
pp. 1
The Supply, Recruitment, and Retention of Teachers
pp. 1
Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making
pp. 1
Subject Disciplines and the Construction of Teachers’ Identities
pp. 1
Trans-inclusive Policy and Opportunities for Trans-affirming Teacher Education: An Ontario Case Study
pp. 1
Globalization and the Impact of ICT on Teachers’ Work and Professional Status
pp. 1
External Change Agents in Professional Learning: The Case of the General Teaching Council Scotland
pp. 1
Developing a Model of Establishing Receptivity to Teacher-Led Change in Schools
pp. 1
Policy, Teacher Education, and Covid-19: An International “Crisis” in Four Settings
pp. 1
The Need for Comparative Studies in Teacher Education
pp. 1
The OECD, the Vehicularity of Ideas, “Wormholes,” and the 2018 Initial Teacher Education Curricular Reform in Mexico
pp. 1
Stayers: In the Long Run. A Comparative Study of Retention in Two Swedish Teacher Generations
pp. 1
Specialized Educational Knowledge and Its Role in Teacher Education
pp. 1
Shadow Elite of Transnational Policy Networks: Intermediary Organizations and the Production of Teacher Education Policies
pp. 1
Professionalism in Practice: Contextual Differences in Understandings, Practices, and Effects of Teacher Autonomy
pp. 1
Continuing Professional Development: Negotiating the Zip
pp. 1
Teaching Diverse Students: A Comparative Analysis of Perspectives from South Africa, Canada, and Hong Kong
pp. 1
Standards and Stories: Educational Policy and White Supremacy in the Lives and Work of White Teachers
pp. 1
Pedagogical Change and Professional Courage
pp. 1
The Many Meanings of Practice-Based Teacher Education: A Conceptualization of the Term
pp. 1
Laying the Foundations for Leadership: Research-Informed Teacher Education
pp. 1
Initial Teacher Education: The Opportunities and Problems Inherent in Partnership Working
pp. 1
Doubt, Skepticism, and Controversy in Professional Development Scholarship: Advancing a Critical Research Agenda
pp. 1
Globalization, Teachers, and Teacher Education: Theories, Themes, and Methodologies
pp. 1
Learning to Teach: Building Global Research Capacity for Evidence-Based Decision-Making
pp. 1
Standardized Testing as a Gatekeeping Mechanism for Teacher Quality
pp. 1
Issues Related to Teacher Preparation in Southern Africa
pp. 1
Critiquing Teacher Well-Being Policy in England: Developing a Values-Based Approach to Promote Trainee Teachers’ Well-Being
pp. 1
Reframing Teacher Professional Identity and Learning
pp. 1
The Development Discourse of “Quality Teachers”: Implications for Teacher Professional Development
pp. 1
Teacher Leadership in Cross-National Perspective
pp. 1
Policy Problems: Policy Approaches to Teacher Education Research
pp. 1
The Political Economy of Teacher Training in Latin America: A Review of the Research Literature
pp. 1
From Global to Local: Policy Vernacularization as Assemblage, Refoulement, and Meld
pp. 1
Teacher Education in Post-Soviet States: Transformation Trends
pp. 1
Newly Arrived Migrant Teachers and the Challenges of Reentering Work: Introduction to the Swedish Teaching System
pp. 1
Preparing and Supporting Beginning Teachers for the Challenges of Teaching in Urban Primary Schools
pp. 1
Developing a “Research Literacy Way of Thinking” in Initial Teacher Education: Students as Co-researchers
pp. 1
Doubt, Skepticism, and Controversy in Professional Development Scholarship: Advancing a Critical Research Agenda
pp. 1
Towards Internationally Shared Principles of Quality Teacher Education: Across Finland, Hong Kong, and the United States
pp. 1
A Cross-National Analysis of Organizational Support for Teachers’ Professional Learning
pp. 1
Rethinking the Complex Determinants of Teacher Shortages
pp. 1
The Importance of Context: Teacher Education Policy in England and France Compared
pp. 1
Intercultural Education: The Training of Teachers for Inclusion
pp. 1
Reciprocal Learning in Teacher Education Between Canada and China in a Globalized Context
pp. 1
Universities, Research, and Initial Teacher Education in England and Wales: Taking the Long View
pp. 1
An Inquiry into Teacher Agency and Professional Development: The Introduction of the Early Career Framework in England
pp. 1
Reshaping the Teaching Profession: Patterns of Flexibilization, Labor Market Dynamics, and Career Trajectories in England
pp. 1
Globalizing Teacher Education Through English as a Medium of Instruction: A Vygotskian Perspective
pp. 1
School-Based Teacher Educators: Understanding Their Identity, Role, and Professional Learning Needs as Dual Professionals
pp. 1
Teacher Education Perspectives in the Ibero-Latin American Context: A Comparative View
pp. 1
Teacher Leadership in the Classroom
pp. 1
Teacher Education in India: Virtual Capture of the “Public”
pp. 1
Centering Multilingual Learners and Countering Racism in Teacher Education
pp. 1
Learning to Teach Equitably: Theoretical Frameworks and Principles for International Research and Practice
pp. 1
Educational Isolation and the Challenge of “Place” for Securing and Sustaining a Quality Teacher Supply
pp. 1
Regulating and Reifying Teacher Professional Development: Teachers’ Learning under Global Policy Conditions
pp. 1
Postgraduate Research as a Vehicle for (Trans)forming Teachers’ Professional Development: Opportunities and Challenges
pp. 1
Assessment in HE Initial Teacher Education: Competing Contexts Discourses and the Unobtainable Pursuit for Fidelity
pp. 1
Teacher Education Research in the Twenty-First Century
pp. 1
Initial Teacher Education and Social Justice
pp. 1
The Supply, Recruitment, and Retention of Teachers
pp. 1
Student Response Systems in Initial Teacher Education: A Scoping Review of Web-Based Applications
pp. 1
Middle Leaders in the Schools
pp. 1
Reshaping the Teaching Profession: Patterns of Flexibilization, Labor Market Dynamics, and Career Trajectories in England
pp. 1
Globalization and the Impact of ICT on Teacher’s Work and Professional Status
pp. 1
Anchoring Teacher Professional Learning and Development in Context: How Schools Enable Teachers to Thrive
pp. 1
Advancing Teacher Professionalism in Rural China: An Equality-Oriented Policy Approach
pp. 1
The Uses and Abuses of “Quality” in Teacher Education Policy Making
pp. 1
From Benign Neglect to Performative Accountability: Changing Policy and Practice in Continuing Professional Development for Teachers
pp. 1
Teacher Quality: The Preparation, and Utilization of Teachers in Sub-Saharan Africa
pp. 1
Spatial Perspectives: A Missing Link for Comparative Teacher Education Research
pp. 1
Shoring Up “Teacher Quality”: Media Discourses of Teacher Education in the United Kingdom, United States, and Australia
pp. 1
Policy and Practice in Increasing BME Teachers’ Access to ITE and a Leadership Career in the Teaching Profession in England
pp. 1
Standards for School Leadership and Principalship
pp. 1
Global Discourses, Teacher Education Quality, and Teacher Education Policies in the Latin American Region
pp. 1
School-Based Teacher Educators: A Scottish Manifesto
pp. 1
Developing a Model of Establishing Receptivity to Teacher-Led Change in Schools
pp. 1
Cases of Four International Reforming Contexts: Prelude to the Pandemic and Beyond
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