The level of cross-border human movements – temporary or permanent – in the current world order is unprecedented. The transnational mobility of teachers – whether these are young and newly qualified teachers looking for a different lifestyle for a few years or teachers who migrate permanently to a new nation – is thus a relatively new phenomenon which challenges in many countries traditional or authentic images of what school teachers look like. At the same time, these immigrant and foreign teachers alleviate to some extent the problem of teacher shortage facing many nations. In particular, there has been a lack of teachers who are qualified to teach mathematics in countries such as Australia, the UK, and the USA.
Optimizing the professional socialization of immigrant and foreign teachers in their respective host cultures has direct implications for the pedagogical qualities of their practice. Yet, research into this aspect of teachers’ lives has been lacking in the mathematics...
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Seah, W.T. (2014). Immigrant Teachers in Mathematics Education. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4978-8_74
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