Abstract
This paper presents the stories of four immigrant teachers as they endeavor to resume their teaching careers in Calgary, Alberta. The teachers in this study participated in a six-month professional bridging program in Calgary in 2008 in order to upgrade their professional knowledge and to meet Alberta certification requirements before seeking employment in local school boards. A narrative inquiry methodology was used and data was collected from a series of unstructured interviews over a two and a half year period from September 2008 until May 2011. Data from the interviews were compiled into individual narratives that chronicle experiences of professional transformation and acculturation. In a changing educational Alberta landscape that is becoming increasingly diverse, stories of internationally educated professionals are increasingly relevant, yet seldom found in the literature on teaching.
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