عنوان

Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada:

Number

TLpq2202869870

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Challenges faced by Nigerian-Trained Teachers Teaching in Schools in Southwestern Ontario, Canada:

General Material Designation

[Thesis]

First Statement of Responsibility

Ebhaleme, Ibhade

Title Proper by Another Author

A Case Study

Subsequent Statement of Responsibility

Allen, Andrew

Name of Publisher, Distributor, etc.

University of Windsor (Canada)

Date of Publication, Distribution, etc.

2019

Specific Material Designation and Extent of Item

127

Dissertation or thesis details and type of degree

M.Ed.

Body granting the degree

University of Windsor (Canada)

Text preceding or following the note

2019

Text of Note

Canada is a multicultural country, and its classrooms and teachers reflect this reality. However, many immigrant teachers struggle when adjusting to Canada's cultural and pedagogical environment. This is especially true of Nigerian-trained teachers in Southwestern Ontario's secondary schools, whose experiences provide important insights into this issue. The current study focuses on Nigerian-trained teachers, how these teachers react to and handle such challenges and how these experiences affect their professional lives. This study uses a sample of five intermediate teachers (Grade seven to ten), who have three to five years of Canadian experience in the profession and had obtained their teaching certification from their country of origin. It uses an interpretivist approach to collect data through in-depth interviews and reflective journals maintained by participants over a three-month period. This study revealed how these challenges vary with respect to cultural differences in the classroom, curriculum implementation, qualifications and discipline. Thus, it provided a comprehensive understanding of the experiences of Nigerian-trained teachers in Ontario.

Educational administration

Educational evaluation

Teacher education

Allen, Andrew

Ebhaleme, Ibhade

Electronic name

p

[Thesis]

276903

a

Y