Titlebook: Global Teachers, Australian Perspectives; Goodbye Mr Chips, He Carol Reid,Jock Collins,Michael Singh Book 2014 Springer Science+Business Me

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HUSH

,Global Teachers’ Pathways to Australia,he experiences and narratives of the immigrant teachers themselves as they give voice to their own global mobility experiences, their hopes and aspirations, and their frustrations personally and professionally.

CON

Book 2014ching qualification is a passport to an international professional career: the global teacher is found in more and more classrooms around the world today. It is a two-way movement. This book looks at the growing importance of immigrant teachers in western countries today and at teachers who exit fro

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Introduction,his global teacher mobility, which is itself part of the processes of globalization. The main argument of the book is that this global teacher mobility is on the rise, given the ageing of the Western teaching workforce on the one hand and the demand for teachers whose first language is English in de

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Immigrant Teachers in Australia: Quantitative Insights,alian teacher labour market and global teacher mobility in Australia. It reviews current trends in permanent and temporary migration to Australia. It then draws on secondary data sources – the . (LSIA) and the 2006 National Census – to provide an overview of the characteristics of immigrant teachers

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,Global Teachers’ Pathways to Australia,– New South Wales, South Australia and Western Australia – to flesh out our understanding of the immigration history of global teachers in Australia. It explores: their teaching qualifications and global teaching experience; their immigration pathways to Australia; the transnational social and Diasp

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troponins

,Internationally Educated Teachers’ Critiques of Tests of Their Employability, and their Anglo-centric (that is, Northern) bias. Globally mobile teachers generate critiques of tests of their employability. Despite the corrective critiques leading to changes in these particular tests over the decades, their indignation with these tests draw out universal concerns common to oth

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Global Teachers Living and Teaching in Australia,er journey is the racialization (Miles 1993) that they face in schools and communities because of the markers of their ‘immigrant-ness’, or their difference when compared to non-immigrant teachers: their accent, the colour of their skin, their dress, cultural difference and their international teach