Overseas Trained Teachers (OTTs) in England: Surviving or thriving?

Paul Miller

Research output: Contribution to journalArticle

Abstract

The recruitment of overseas trained teachers (OTTs) in England has seemingly disappeared from the policy radar despite their large numbers, continuing impact on primary and secondary education, and the ongoing second wave of teacher migration that started in 2014. OTTs continue to contribute to stability and continuity of provision in primary and secondary schools. From a qualitative study on ‘A day in the life of an overseas trained teacher’, this article examines (a) strategies used by OTTs to cope in their daily working lives and (b) teaching experience of OTTs in England compared with their teaching experiences in their countries of origin. The findings suggest that whereas all OTTs are ‘surviving and coping’ with the demands of their jobs, they do not appear to be ‘thriving and flourishing’. This is against the background of a racialized education and migration policy context that grants exclusions from undertaking UK Qualified Teacher Status to teachers from White, industrialized countries, but not for OTTs from non-White, non-industrialized countries. Through personal agency and a strong sense of self (or their ‘situated identity’), OTTs navigate complex institutional and regulatory hurdles in order to survive and cope. The article concludes that the education system, school governors and school leaders can do more to ensure all teachers thrive and flourish, and not just some.

LanguageEnglish
Pages160-166
Number of pages7
JournalManagement in Education
Volume32
Issue number4
Early online date23 Sep 2018
DOIs
Publication statusPublished - 1 Oct 2018

Fingerprint

overseas
teacher
England
migration policy
working life
country of origin
primary education
Teaching
secondary education
school
education system
grant
primary school
secondary school
coping
experience
continuity
exclusion
migration
leader

Cite this

@article{7dc20c415af4428faaba11cab89c9c9c,
title = "Overseas Trained Teachers (OTTs) in England: Surviving or thriving?",
abstract = "The recruitment of overseas trained teachers (OTTs) in England has seemingly disappeared from the policy radar despite their large numbers, continuing impact on primary and secondary education, and the ongoing second wave of teacher migration that started in 2014. OTTs continue to contribute to stability and continuity of provision in primary and secondary schools. From a qualitative study on ‘A day in the life of an overseas trained teacher’, this article examines (a) strategies used by OTTs to cope in their daily working lives and (b) teaching experience of OTTs in England compared with their teaching experiences in their countries of origin. The findings suggest that whereas all OTTs are ‘surviving and coping’ with the demands of their jobs, they do not appear to be ‘thriving and flourishing’. This is against the background of a racialized education and migration policy context that grants exclusions from undertaking UK Qualified Teacher Status to teachers from White, industrialized countries, but not for OTTs from non-White, non-industrialized countries. Through personal agency and a strong sense of self (or their ‘situated identity’), OTTs navigate complex institutional and regulatory hurdles in order to survive and cope. The article concludes that the education system, school governors and school leaders can do more to ensure all teachers thrive and flourish, and not just some.",
keywords = "Race, Discrimination, Overseas trained teachers, England",
author = "Paul Miller",
year = "2018",
month = "10",
day = "1",
doi = "10.1177/0892020618795201",
language = "English",
volume = "32",
pages = "160--166",
journal = "Management in Education",
issn = "0892-0206",
publisher = "SAGE Publications",
number = "4",

}

Overseas Trained Teachers (OTTs) in England : Surviving or thriving? / Miller, Paul.

In: Management in Education, Vol. 32, No. 4, 01.10.2018, p. 160-166.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Overseas Trained Teachers (OTTs) in England

T2 - Management in Education

AU - Miller, Paul

PY - 2018/10/1

Y1 - 2018/10/1

N2 - The recruitment of overseas trained teachers (OTTs) in England has seemingly disappeared from the policy radar despite their large numbers, continuing impact on primary and secondary education, and the ongoing second wave of teacher migration that started in 2014. OTTs continue to contribute to stability and continuity of provision in primary and secondary schools. From a qualitative study on ‘A day in the life of an overseas trained teacher’, this article examines (a) strategies used by OTTs to cope in their daily working lives and (b) teaching experience of OTTs in England compared with their teaching experiences in their countries of origin. The findings suggest that whereas all OTTs are ‘surviving and coping’ with the demands of their jobs, they do not appear to be ‘thriving and flourishing’. This is against the background of a racialized education and migration policy context that grants exclusions from undertaking UK Qualified Teacher Status to teachers from White, industrialized countries, but not for OTTs from non-White, non-industrialized countries. Through personal agency and a strong sense of self (or their ‘situated identity’), OTTs navigate complex institutional and regulatory hurdles in order to survive and cope. The article concludes that the education system, school governors and school leaders can do more to ensure all teachers thrive and flourish, and not just some.

AB - The recruitment of overseas trained teachers (OTTs) in England has seemingly disappeared from the policy radar despite their large numbers, continuing impact on primary and secondary education, and the ongoing second wave of teacher migration that started in 2014. OTTs continue to contribute to stability and continuity of provision in primary and secondary schools. From a qualitative study on ‘A day in the life of an overseas trained teacher’, this article examines (a) strategies used by OTTs to cope in their daily working lives and (b) teaching experience of OTTs in England compared with their teaching experiences in their countries of origin. The findings suggest that whereas all OTTs are ‘surviving and coping’ with the demands of their jobs, they do not appear to be ‘thriving and flourishing’. This is against the background of a racialized education and migration policy context that grants exclusions from undertaking UK Qualified Teacher Status to teachers from White, industrialized countries, but not for OTTs from non-White, non-industrialized countries. Through personal agency and a strong sense of self (or their ‘situated identity’), OTTs navigate complex institutional and regulatory hurdles in order to survive and cope. The article concludes that the education system, school governors and school leaders can do more to ensure all teachers thrive and flourish, and not just some.

KW - Race

KW - Discrimination

KW - Overseas trained teachers

KW - England

UR - http://www.scopus.com/inward/record.url?scp=85054831211&partnerID=8YFLogxK

U2 - 10.1177/0892020618795201

DO - 10.1177/0892020618795201

M3 - Article

VL - 32

SP - 160

EP - 166

JO - Management in Education

JF - Management in Education

SN - 0892-0206

IS - 4

ER -