Evelyne Borer, Nathalie Glauser Abou Ismail

Berufseinstieg und Professionalitätsentwicklung von Lehrpersonen mit ausländischem Lehrdiplom in der Schweiz

Introduction

Berufseinstieg und professionalitätsentwicklung von lehrpersonen mit ausländischem lehrdiplom in der schweiz. Berufseinstieg und Professionalitätsentwicklung für Lehrpersonen mit ausländischem Diplom in der Schweiz. Studie beleuchtet Anpassungen, Motivation und Erfolgsfaktoren.

Abstract

Lehrpersonen mit ausländischem Diplom müssen beim Eintritt in das Schweizer Schulsystem berufliche Anpassungen leisten, um Laufbahnhürden zu nehmen. Ein CAS-Lehrgang der Pädagogischen Hochschule Bern begleitet diesen Übergang institutionell. Eine qualitative Untersuchung beleuchtet, wie Teilnehmende ihren Berufseinstieg erleben und gestalten. Auf der Basis des Modells nachhaltiger Karrieren und der Kontroll-Wert-Theorie werden individuelle, kontextuelle und motivationale Faktoren der Professionalitätsentwicklung und des Wohlbefindens erfasst. Die Ergebnisse verdeutlichen hohe Motivation, erfolgreiche Anpassungsstrategien sowie die Relevanz institutioneller und kollegialer Anerkennung.

Review

This paper addresses a highly pertinent and complex issue: the professional entry and development of teachers holding foreign qualifications within the Swiss school system. The integration of internationally trained professionals is a critical area of research, particularly in fields like education where cultural and systemic differences can present significant hurdles. The study specifically investigates the experiences of these teachers, supported by a CAS program at the Pädagogische Hochschule Bern, highlighting an institutional response to facilitate this challenging transition. The focus on individual experiences within this structured support system promises valuable insights into the adaptation process. Methodologically, the study employs a qualitative investigative approach, which is well-suited to exploring the nuanced personal experiences and adaptation strategies of the participants. The theoretical grounding appears robust, drawing upon the 'Modell nachhaltiger Karrieren' (Model of Sustainable Careers) and the 'Kontroll-Wert-Theorie' (Control-Value Theory). These frameworks are particularly appropriate for comprehensively analyzing the individual, contextual, and motivational factors that shape both professional development and overall well-being during such significant career transitions. This dual theoretical lens offers a promising avenue for a deep understanding of the psychological and career-related dynamics at play. The abstract highlights several key findings, including high motivation among these teachers, the successful deployment of adaptation strategies, and crucially, the perceived importance of institutional and collegial recognition. These results suggest that tailored support programs, combined with a positive and accepting professional environment, are vital for successful integration. The study's contribution lies in empirically validating the effectiveness of such interventions and shedding light on the critical non-financial factors that contribute to professional flourishing. This research holds significant implications for policy-makers, educational institutions, and support organizations seeking to optimize the integration pathways for internationally qualified teachers, ensuring both their professional success and personal well-being within a new national system.

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