Adapting to the Professional Role as a Recently Immigrated Teacher in Quebec: Experiences, Challenges, and Success Factors
This article presents the results of a phenomenological qualitative study aimed at describing and understanding adaptation to the professional role as experienced by recently immigrated teachers in the Quebec school context. Based on data from semi-structured interviews with 13 recently immigrated teachers in the regions of Montreal and Sherbrooke, the analysis shows that these individuals went through a period of destabilization and loss of bearings with respect to their professional role. Once the shock of reality subsided, they gradually relearned the profession and developed adaptation strategies, leading them to modify their instructional approaches and to develop a positive relationship with the Quebec education system. The support and cooperation of the school team proved to be favourable factors in their adaptation.