Exploring the Initiatives to Incorporate Immigrant Teachers into School Systems: A Scoping Review
The objective of this study is to conduct a scoping review of the literature on access and permanence initiatives for the teaching profession aimed at immigrant teachers. The guidelines from the PRISMA-Scr protocol and the Johanna Briggs Institute protocol are used for this purpose. The literature s...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2024-12-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440241298870 |
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| _version_ | 1850108993746239488 |
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| author | Natalia Ferrada Quezada Cherie Flores-Fernández Jessica Contreras Alvarez |
| author_facet | Natalia Ferrada Quezada Cherie Flores-Fernández Jessica Contreras Alvarez |
| author_sort | Natalia Ferrada Quezada |
| collection | DOAJ |
| description | The objective of this study is to conduct a scoping review of the literature on access and permanence initiatives for the teaching profession aimed at immigrant teachers. The guidelines from the PRISMA-Scr protocol and the Johanna Briggs Institute protocol are used for this purpose. The literature search was performed in 8 databases, selecting 27 documents published between 2006 and 2021. The results show numerous studies on immigrant teachers, but many of them focused on their experiences after having passed an access and permanence initiative, while only a few described them. Three main initiatives for immigrant teachers were found: recertification, attraction, and professional development. Recertification initiatives are the most studied initiatives. No publications made in Ibero-American countries were found. There is a need to create partnerships and networks among researchers and policy makers to support countries that do not have initiatives for immigrant teachers. In addition to injecting resources for initiatives related to the retention and professional development of immigrant teachers, to avoid the loss of valuable human resources that are in short supply. |
| format | Article |
| id | doaj-art-64da7fddb33249aa90883defbc05ff17 |
| institution | OA Journals |
| issn | 2158-2440 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj-art-64da7fddb33249aa90883defbc05ff172025-08-20T02:38:13ZengSAGE PublishingSAGE Open2158-24402024-12-011410.1177/21582440241298870Exploring the Initiatives to Incorporate Immigrant Teachers into School Systems: A Scoping ReviewNatalia Ferrada Quezada0Cherie Flores-Fernández1Jessica Contreras Alvarez2Departamento de Educacioń, Centro de Estudios Migratorios (CEM), Universidad de Santiago de Chile, ChileDepartamento Gestión de la Información, Universidad Tecnológica Metropolitana, Santiago, ChileEscuela de Suboficiales de Carabineros, Santiago, ChileThe objective of this study is to conduct a scoping review of the literature on access and permanence initiatives for the teaching profession aimed at immigrant teachers. The guidelines from the PRISMA-Scr protocol and the Johanna Briggs Institute protocol are used for this purpose. The literature search was performed in 8 databases, selecting 27 documents published between 2006 and 2021. The results show numerous studies on immigrant teachers, but many of them focused on their experiences after having passed an access and permanence initiative, while only a few described them. Three main initiatives for immigrant teachers were found: recertification, attraction, and professional development. Recertification initiatives are the most studied initiatives. No publications made in Ibero-American countries were found. There is a need to create partnerships and networks among researchers and policy makers to support countries that do not have initiatives for immigrant teachers. In addition to injecting resources for initiatives related to the retention and professional development of immigrant teachers, to avoid the loss of valuable human resources that are in short supply.https://doi.org/10.1177/21582440241298870 |
| spellingShingle | Natalia Ferrada Quezada Cherie Flores-Fernández Jessica Contreras Alvarez Exploring the Initiatives to Incorporate Immigrant Teachers into School Systems: A Scoping Review SAGE Open |
| title | Exploring the Initiatives to Incorporate Immigrant Teachers into School Systems: A Scoping Review |
| title_full | Exploring the Initiatives to Incorporate Immigrant Teachers into School Systems: A Scoping Review |
| title_fullStr | Exploring the Initiatives to Incorporate Immigrant Teachers into School Systems: A Scoping Review |
| title_full_unstemmed | Exploring the Initiatives to Incorporate Immigrant Teachers into School Systems: A Scoping Review |
| title_short | Exploring the Initiatives to Incorporate Immigrant Teachers into School Systems: A Scoping Review |
| title_sort | exploring the initiatives to incorporate immigrant teachers into school systems a scoping review |
| url | https://doi.org/10.1177/21582440241298870 |
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