Korean Educational Development Institute(KEDI)

Canada welcomes over 250,000 immigrants annually. These include teachers who have been trained overseas and whose first language is neither English nor French. After decades of decline, the population of Canadian Province of Saskatchewan is on the rise, bringing with it increasing diversity of its students and teachers. Yet voices of immigrant teachers in Saskatchewan are rare in the literature on teaching. Using narrative inquiry, this qualitative study employed open ended questions to explore experiences of two immigrant teachers who are working in Saskatchewan schools, as told by the teachers themselves. Four broad themes emerged from data analysis: teacher credentialing, motivation for immigration, experiences of immigrant teachers, and teacher induction. Implications for human resource development are considered