International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Professional Experiences of Turkish and Moroccan Teachers in Dutch Secondary Schools
Ebru Öztürk Akar

Abstract
This study was conducted to gain insight into the professional experiences and perceptions of Turkish and Moroccan teachers in Dutch secondary schools from the point of ethnic heterogeneity within the school staff. The data were obtained through semi-structured interviews with four teachers who have diverse backgrounds from the national majority. Content analysis was conducted to identify these teachers’ perceptions of the educational context and to describe their experiences of tension and conflict in teaching. The results showed that the teachers’ personal professional experiences, their ethnic identities and the assumed corresponding understanding of their roles in the educational context create tension and conflict. Considering the number of Turkish and Moroccan teachers in secondary schools, findings of the study should be taken into consideration by teachers, teacher educators and those charged with inducting new teachers into the profession. This study also provides implications for further research, including replication on greater scale and in various locations as the number of teachers from diverse backgrounds increases in many countries.

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