Life history study of first-generation South Asian immigrant teachers' experiences of joining and working in the Canadian teaching force
Bibliographic record
Abstract
Examining the life histories of four first-generation South Asian immigrant teachers by using in-depth interviews and phenomenological research, this qualitative study explores evolution, continuities and changes in these teachers' pedagogies, worldviews, relationships, and identities in response to their geographic, cultural and professional relocations. It identified the challenges and opportunities they faced and the strategies they used in negotiating their entrance and place in the Canadian teaching force. The findings both enrich and challenge existing theories of teachers' re-socialization, agency, identity negotiation, and multiculturalism. The participants emerged as knowledgeable, compassionate and capable educators. Adapting to the new context, they exhibited varied and flexible pedagogy, bringing a holistic perspective to their multicultural classrooms. Once settled, they engaged in the available professional development activities and took on leadership roles in their schools. The findings have crucial implications for immigrant teacher training programs and teacher professional development in Canadian, multicultural, and comparative contexts.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.018 | 0.005 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".