Bringing Them In: The Experiences of Imported and Overseas-Qualified Teachers

Elaine Sharplin

Research output: Contribution to journalArticlepeer-review

18 Citations (Scopus)


This qualitative multiple-site case study explores the experiences of imported and overseas-qualified teachers appointed to fill 'difficult-to-staff' Western Australian rural schools. In a climate of global teacher shortages, investigation of the strategies adopted to solve this problem requires empirical examination. The study of six imported and overseas-qualified teachers found that they experienced difficulties with the employment application process, were not adequately inducted into the system and experienced difficulties with cultural adaptation related to pedagogy, behaviour management and language. These teachers still remained in schools for lengths of time comparable to their Australian-born counterparts. Transitions into schools could be assisted with improved appointment processes, induction and school-based support. A research agenda for further investigation of this field is recommended. [ABSTRACT FROM AUTHOR] Copyright of Australian Journal of Education is the property of ACER Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) TEST
Original languageEnglish
Pages (from-to)192-206
JournalAustralian Journal of Education
Issue number2
Publication statusPublished - 2009


Dive into the research topics of 'Bringing Them In: The Experiences of Imported and Overseas-Qualified Teachers'. Together they form a unique fingerprint.

Cite this