Lost in translation: The challenges and opportunities of immigrant intern teachers

Abstract

The present study sets out to examine the predominant hurdles facing immigrant intern teachers (IITs) in Israel and the possible coping mechanisms used to overcome them. General challenges faced by IITs can be compounded by a lack of Hebrew proficiency and limited familiarity with Israeli culture and values. Understanding IITs’ perceptions of these issues adds to the existing body of research, particularly in view of the heightened occurrence of international migration alongside a growing global teacher shortage.

Studies tend to focus on the immigrant student’s experience; however, the present study provides innovative insights into the lived experiences and narratives of immigrant teachers in Israel originating from countries where English is the mother tongue. To achieve this, the study employs walking interviews as a qualitative research tool. Five IITs participated in four separate walking interviews over a period of six months. The non-hierarchical nature of the walking interviews fostered rich conversations, providing the researcher with valuable insights into the lived experiences of the IITs. In addition, the study benefited from an “insider-researcher” perspective, as the researcher was able to draw on her own experience of being an immigrant EFL teacher. This emic perspective afforded an opportunity to develop a positive, empathetic, and trusting relationship with the participants. Data analysis involved a coding process to identify and understand recurring themes within the IITs' shared experiences.

The findings related to the perceived challenges IITs face, and their coping mechanisms offer valuable insights for schools, particularly those in constant need of EFL teachers, as well as the programs designed to support IITs. In addition, the findings highlight the critical need for the development of effective, multifaceted, and comprehensive support programs tailored to the integration of IITs into the school culture. Based on the data in this study, an original conceptual framework for professional development (PD) programs supporting the induction of IITs is proposed.

It is hoped that the findings from the present study will inform the induction process and support that is offered to IITs and lead to an increase in immigrant teacher retention.

Date of Award	26 Mar 2025
Original language	English
Awarding Institution	University of Bath
Supervisor	Gail Forey (Supervisor) & Santiago Sanchez (Supervisor)