[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597456-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597456-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","marginalization-and-the-occasional-teacher-workforce-in-ontario-the-case-of-internationally-educated-teachers-iets-article","Marginalization and the Occasional Teacher Workforce in Ontario - The Case of Internationally Educated Teachers (IETs) - Article","","The article examines how internationally educated teachers (IETs) working as occasional teachers experience marginalization within Ontario’s English-speaking public school system. Drawing on qualitative study data from Ontario occasional teachers, it analyzes their attempts to access full-time employment and the resulting work conditions. Findings show substantial unpaid work, extensive informal and formal learning, and willingness to accept any available occasional role. These patterns reinforce a cycle of marginalization.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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of IET occasional teachers?",{"text":72,"@type":64},"The article reports that these teachers engaged in considerable unpaid work, participated in substantial informal and formal learning, and accepted any occasional work available—practices linked to a cycle of marginalization.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597456,1792171105,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Educated Teachers (IETs)  \nKatina Pollock, University of Western Ontario  \nThis article considers the marginalization of internationally educated teachers (IETs) as occasional teachers. In particular, it explores the experiences of three IETs as they try to gain access to full-time teacher employment within the Ontario, English-speaking public school system. Data used in this article was generated from a qualitative study of  \noccasional teachers who worked in the Ontario English-speaking public school system.  \nFindings indicated that these teachers engaged in considerable amounts of unpaid work, participated in a great deal of informal and formal learning, and accepted all and any  \noccasional work available – all practices associated with the cycle of marginalization.  \nTeaching is a unique profession. It is the only profession where absent teaching professionals must be replaced by another teaching professional. Such a practice does not generally occur in other professions. For example, if a physician in a general private practice awakes one morning to find that he/she is ill and cannot fulfill their professional duties for the number of patients with appointments for that day, the physician is not legally bound to see these patients nor to find another certified general practitioner to take his/her place. Teaching, however, is different. If a full-time elementary or secondary teacher is absent from the classroom, legislation generally requires that another teacher replace the absent teacher. This legal requirement essentially guarantees that there will always be a need for a pool of certified non-permanent teachers who are available for deployment within a short period of time, for indefinite periods and across a broad range of grade levels and subject areas. Currently, there is  \nnow a sizeable contingent workforce of non-permanent teachers working in school systems in the Western world (Hanawar, 2007; Morrison, 1999a, 1999b; McIntyre, 2006) . In Canada, onefifth of the teaching workforce in the educational system work as non-permanent teachers (Work and Life-long Learning (WALL), 2005) .  \nAt the present time in Canada, many non-permanent teachers, henceforth referred to as“occasional teachers”, have been educated in countries other than Canada. Over the past few years internationally educated teachers (IETs) have taken advantage of Canadian immigration policy designed to attract “immigrants who have a high level of education and previous experience in the labour market”(Owen, 2005) to settle in Ontario. Teaching represents the fourth largest occupation of immigrants to Ontario (Citizenship and Immigration Canada, 2003) . Many IETs engage in the Ontario teaching profession through non-permanent teaching. Currently, IETs represent 48% of the Ontario occasional teacher workforce, compared to new Ontario graduates (18%), teachers educated in other provinces (23%), and teachers educated at border-colleges (24%)– American colleges along the Ontario-United States border that allow Ontario residents to take education degrees and do their practice teaching in Ontario classrooms (McIntyre, 2006) . Most of these IETs immigrate to Canada from non-Western countries (Statistics Canada, 2006) .  \nLike other internationally educated professionals, IETs are marginalized in the Canadian workforce (Galabuzi, 2006). The term marginalized was first coined by Robert Ezea Park (1928) as a phenomena where migration resulted in individuals “striving to live in two diverse cultural groups”(p. 881) leading to an unstable character – a „marginal‟ personality type. Marginalized individuals lived and functioned between two societies and were vulnerable to psychological problems because of the “conflict of the divided self”(Park, 1928, p. 356) . Since the 1930s the  \nterm marginalized has been applied to “different contexts with varying, often incompatible","cbCaimtr2nNLez3k","https://ap.wps.com/l/cbCaimtr2nNLez3k","pdf",308578,21,"English","# Marginalization of IETs as Occasional Teachers in Ontario\n## Study Focus and Research Approach\n## How Legal Requirements Create an Ongoing Supply of Occasional Teachers\n## Ontario Context: IET Representation in the Occasional Teacher Workforce\n## Conceptualizing Marginalization as Structural Barriers\n## Hierarchical School Institutions and Employment Access","[{\"question\":\"What does the article investigate about internationally educated teachers in Ontario?\",\"answer\":\"It explores how internationally educated teachers (IETs) experience marginalization when working as occasional teachers while trying to obtain full-time positions in Ontario’s public school system.\"},{\"question\":\"What research method does the article use?\",\"answer\":\"It uses data generated from a qualitative study of occasional teachers who worked in the Ontario English-speaking public school system.\"},{\"question\":\"What key findings describe the working experiences of IET occasional teachers?\",\"answer\":\"The article reports that these teachers engaged in considerable unpaid work, participated in substantial informal and formal learning, and accepted any occasional work available—practices linked to a cycle of marginalization.\"}]","Marginalization and the Occasional Teacher Workforce in Ontario - The Case of Internationally Educated Teachers (IETs) - Article | PDF",1792085044,53]