Hiring and Employment of Internationally Educated Teachers in Canada
Title:
Journal: Globalisation, Societies and Education
Abstract: This paper explores the hiring and career trajectories of Internationally Educated Teachers (IETs) in Canada鈥檚 K-12 school system. While Canada has eased the recognition of international credentials, IETs often face systemic barriers to entry into the teaching profession. The paper develops the notion of international capital as a critical factor in defining teacher professionalism. While international capital is viewed as an asset, advancing mobility and status for elite professionals, it is often devalued in teaching, where local knowledge and experiences are prioritised. Through a mixed method design, including survey of IETs across Canada and interviews with both IETs and stakeholders, the study explores how polices and hiring practices devalue IETs鈥� professional expertise and pose barriers to employment. While changes in policies make recertification more streamlined and accessible, they do not guarantee equitable hiring and career progression. The study calls for policy and hiring changes to better integrate IETs, ensuring hiring practices reflect Canada鈥檚 commitment to diversity and inclusion in education.
Author: Lilach Marom