‘I don’t see the light at the end of the tunnel’: hiring and employment of internationally educated teachers in Canada
Bibliographic record
Abstract
This paper explores the hiring and career trajectories of Internationally Educated Teachers (IETs) in Canada’s K-12 school system. While Canada has eased the recognition of international credentials, IETs often face systemic barriers to entry into the teaching profession. The paper develops the notion of international capital as a critical factor in defining teacher professionalism. While international capital is viewed as an asset, advancing mobility and status for elite professionals, it is often devalued in teaching, where local knowledge and experiences are prioritised. Through a mixed method design, including survey of IETs across Canada and interviews with both IETs and stakeholders, the study explores how polices and hiring practices devalue IETs’ professional expertise and pose barriers to employment. While changes in policies make recertification more streamlined and accessible, they do not guarantee equitable hiring and career progression. The study calls for policy and hiring changes to better integrate IETs, ensuring hiring practices reflect Canada’s commitment to diversity and inclusion in education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".