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South African Journal of Education

versión On-line ISSN 2076-3433
versión impresa ISSN 0256-0100

Resumen

VANDEYAR, Saloshna; VANDEYAR, Thirusellvan  y  ELUFISAN, Kolawole. Impediments to the successful reconstruction of African immigrant teachers' professional identities in South African schools. S. Afr. j. educ. [online]. 2014, vol.34, n.2, pp.01-20. ISSN 2076-3433.

The purpose of this study was to explore difficulties and challenges that confront African immigrant teachers as they attempt to reconstruct their professional identities in South African schools. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering techniques included a mix of semi-structured interviews, observations, focus group interviews, field notes and researcher journals. Data were analysed using grounded theory and content analysis methods. Findings of the study revealed that immigration status, employment status, attitudes of indigenous learners and holding on to former culture or way of knowing due to lack of induction or mentoring, were impediments to the successful reconstruction of African immigrant teachers' professional identities in South African schools.

Palabras clave : African immigrant teachers; communities of practice; professional identity; reconstruction; xenophobia.

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