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The paper introduces the scope, form, inclusion, experiences, self-perception, and difficulties of international teachers (with a migration background) in the Slovenian educational environment. The quantitative-qualitative study was carried out within the European ITTS project (entitled International Teachers for Tomorrow’s School-System Change as an Opportunity for Intercultural School Development and Mutual Learning). Data were obtained using an online questionnaire for school principals and a semi-structured interview for international teachers. The results showed that not many international teachers (with a migration background) were integrated and employed at Slovenian schools. School principals welcomed and supported the integration of international teachers (with a migration background) into the Slovenian school system. The international teachers reported positive relations and collaboration with their colleagues as well as with the school administration. However, their professional educational qualifications were often not fully recognized by Slovenian schools. Not mastering the Slovenian language and the culture of the country hindered access to employment. The results obtained should assist Slovenian school policymakers and educators in reconsidering the possibilities for professional reintegration and continuing the professional development of these teachers in Slovenia. |
