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Mentoring partnerships for success : the role of mentoring in reconstructing professional identities and in creating a sense of belonging for internationally-educated teachers from visible minority groups in greater Toronto area school communities

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posted on 23.05.2021, 12:27 by Patricia Robertson
This study explores and analyses mentoring relationships between unemployed and underemployed internationally-educated teachers (IETs) from visible minority groups and Canadian-experienced educators, and their influence on the re-establishment of migrant teachers' professional identities and perceptions of inclusion in Greater Toronto Area (GTA) school communities. A detailed literature review summarizes previously identified issues in this area while, nine in-depth interviews conducted with mentees, mentors and mentoring pairs in this study identify prior and newly emergent themes. Primary themes that transpired include: the presence of varying forms of resistance from the dominant community towards IETs; the role of mentoring relationships in meeting IETs' needs; and the importance of consistency, trust and honesty in building collaborative relationships that foster IETs' successful integration into the teaching field. Recommendations include: the delivery of equity-oriented programming through educational bodies; the development of sustainable occupation-specific teacher mentoring programs; and the promotion of IETs to the greater community by educational stakeholders.

History

Language

eng

Degree

Master of Arts

Program

Immigration and Settlement Studies

Granting Institution

Ryerson University

LAC Thesis Type

Thesis