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Economou, Catarina
Publications (10 of 14) Show all publications
Galina Putjata, P., Economou, C., Ennerberg, E. & Arnold, J. (2023). Sweden and Germany: Top-Down and Bottom-Up Policy Making in the Reprofessionalistaion of International Teachers.. In: Mary Gutman; Wurud Jayusi; Michael Beck; Zvi Bekerman (Ed.), To Be a Minority Teacher in a Foreign Culture: Empirical Evidence from an International Perspective (pp. 61-74). Cham: Springer Netherlands
Open this publication in new window or tab >>Sweden and Germany: Top-Down and Bottom-Up Policy Making in the Reprofessionalistaion of International Teachers.
2023 (English)In: To Be a Minority Teacher in a Foreign Culture: Empirical Evidence from an International Perspective / [ed] Mary Gutman; Wurud Jayusi; Michael Beck; Zvi Bekerman, Cham: Springer Netherlands, 2023, p. 61-74Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Springer Netherlands, 2023
National Category
Educational Sciences
Research subject
Arbete och organisation
Identifiers
urn:nbn:se:mau:diva-62628 (URN)10.1007/978-3-031-25584-7_5 (DOI)978-3-031-25584-7 (ISBN)978-3-031-25583-0 (ISBN)
Available from: 2023-09-18 Created: 2023-09-18 Last updated: 2023-09-18Bibliographically approved
Ennerberg, E. & Economou, C. (2022). Career Adaptability among Migrant Teachers Re-Entering the Labour Market: a Life Course Perspective. Vocations and Learning, 15, 341-357
Open this publication in new window or tab >>Career Adaptability among Migrant Teachers Re-Entering the Labour Market: a Life Course Perspective
2022 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 15, p. 341-357Article in journal (Refereed) Published
Abstract [en]

Amongst the most significant labour market challenges is the integration of migrants and the opportunities for individual migrants to find employment that match their qualifications. The object of this study is to analyse the formal and informal obstacles migrant teachers face when entering the labour market. These obstacles include the formal validation of existing credentials, as well as the needs of local schools, and migrant teachers' own experiences of the new school system. We have conducted qualitative interviews with school principals, representatives at labour market organizations and authorities and migrant teachers. By analysing these different accounts we argue that the individual career adaptability of migrants also needs to be understood in relation to institutional and organizational constraints. Moreover, by adding a temporal understanding to the integration process, we find that migrants' own perception of the process and the time-scales of entering work should be accounted for more explicitly in the guidance process.

Place, publisher, year, edition, pages
Springer, 2022
Keywords
Career adaptability, Temporality, Migrants, Life course, Labour market
National Category
Human Geography
Identifiers
urn:nbn:se:mau:diva-54094 (URN)10.1007/s12186-022-09290-y (DOI)000809692300001 ()35729912 (PubMedID)2-s2.0-85131758381 (Scopus ID)
Available from: 2022-08-02 Created: 2022-08-02 Last updated: 2024-02-05Bibliographically approved
Economou, C. & Ennerberg, E. (2022). Invandrade lärares erfarenheter efter Snabbspår och andra kompletterande lärarutbildningar. Stockholm: Institutet för arbetsmarknads- och utbildningspolitisk utvärdering (IFAU)
Open this publication in new window or tab >>Invandrade lärares erfarenheter efter Snabbspår och andra kompletterande lärarutbildningar
2022 (Swedish)Report (Refereed)
Abstract [sv]

Syftet med studien är att belysa immigrerade lärares övergång från Snabbspåret och kompletterande utbildning till fasta anställningar i svensk skola. Studien bygger på kvalitativa intervjuer med lärare med migrationsbakgrund och med rektorer. I våra resultat diskuterar vi formella hinder för att arbeta i den svenska skolan som legitimerad lärare, såsom lärarlegitimationen, men också informella hinder såsom språkkrav i utbildningsverksamheten, tillgänglig information om legitimationsprocesser och anställning i den svenska skolan, samt olika förväntningar på vad lärarrollen i den svenska skolan kan innebära. Resultaten visar att lärarna pendlar mellan sin egen professionella förmåga och anpassningar till regler och förordningar. De deltagande lärarna vill ha trygga anställningar för att kunna försörja sig. Rektorerna i studien värderar praktisk kunskap om den svenska skolan i fråga om undervisning och bedömning. Samtidigt uppskattar de ofta den kompetens de migrerade lärarna tillför både i form av ämneskunskap och i form av ”integrationskompetens”. Flerspråkighet ses som något mycket positivt i vissa sammanhang, medan man i andra fokuserar på lärarnas bristande kunskaper i svenska och oförmåga att kommunicera. Endast lärarlegitimationen ses inte alltid som tillräcklig för att kunna garantera en anställning och en del rektorer ser också risker med tillsvidareanställningar och föredrar att prova om lärarna har tillräcklig språk- och undervisningsförmåga genom kortare anställningar. För lärarna innebär detta till att börja med en osäker väg till arbetsmarknaden. Anpassningen till den nya lärarrollen i Sverige är komplicerad och utmaningarna är många.

Place, publisher, year, edition, pages
Stockholm: Institutet för arbetsmarknads- och utbildningspolitisk utvärdering (IFAU), 2022. p. 37
Series
IFAU-rapport, E-ISSN 1651-1158 ; 2022:17
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-62667 (URN)
Funder
Institute for Evaluation of Labour Market and Education Policy (IFAU), 2022:17
Available from: 2023-09-18 Created: 2023-09-18 Last updated: 2023-10-17Bibliographically approved
Economou, C. (2021). A Fast Track course for newly arrived immigrant teachers in Sweden. Teaching Education, 32(2), 208-233
Open this publication in new window or tab >>A Fast Track course for newly arrived immigrant teachers in Sweden
2021 (English)In: Teaching Education, ISSN 1047-6210, E-ISSN 1470-1286, Vol. 32, no 2, p. 208-233Article in journal (Refereed) Published
Abstract [en]

The Swedish welfare state has social protection policies focusing on labour market participation. Initiatives have been introduced after the increase of asylum seekers in 2015, focusing on so-called ‘fast tracks’. In this paper I consider one of these fast track courses aimed at newly arrived teachers wishing to continue their teaching career in Sweden. Based on interviews and observational data I have followed one cohort throughout their course. The research aims for an understanding of the teachers’ experiences from their own perspective as well as from the stakeholders’. The theoretical framework is mainly taken from the concepts of the capital market introduced by Bourdieu. In light of the findings, while the education the participants receive may be useful in order to understand the educational system, many are disappointed to find that fast track courses do not give them a clear advantage in terms of finding a faster way into the Swedish labour market. In addition, there are tendencies for local teacher communities to devalue the qualifications of this group. Generally, the emphasis on ‘fast tracks’ may ignore the need of individuals to complete formal Swedish education and to navigate complex processes of nationally set standards of professional requirements, which impede a fast integration process.

Place, publisher, year, edition, pages
Taylor & Francis, 2021
Keywords
Newly arrived immigrant teachers, Sweden, integration, labour market
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-40499 (URN)10.1080/10476210.2019.1696294 (DOI)000649951400007 ()2-s2.0-85078585209 (Scopus ID)
Available from: 2021-02-08 Created: 2021-02-08 Last updated: 2024-02-05Bibliographically approved
Bergman, L., Bringéus, E. & Economou, C. (2021). Litteraturundervisning och interkulturella möten (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Litteraturundervisning och interkulturella möten
2021 (Swedish)Book (Other (popular science, discussion, etc.))
Abstract [sv]

I Litteraturundervisning och interkulturella möten behandlas frågor om hur ett väl genomtänkt arbete med skönlitteratur kan få oss att utmana föreställningar och tankemönster. I mötet med det som är främmande och annorlunda kan både elever och lärare lockas att gå utanför sina bekvämlighetszoner och kritiskt granska både sig själv och det egna samhället. Boken ger både konkreta exempel på arbete med skönlitteratur i heterogena klassrum och teoretiska perspektiv på läsande och lärande. Lärarnas viktiga roll i valet av texter, arbetsformer och i relation till eleverna ägnas särskild uppmärksamhet. Målet är att skapa en trygg arena som ger utrymme för en mångfald av engagerade röster och kritisk reflektion.  

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021. p. 123 Edition: 1
Keywords
interkulturella möten, kritisk reflektion, litteraturundervisning, svenska, svenska som andraspråk, värdegrund
National Category
Pedagogical Work
Research subject
Child and youth studies
Identifiers
urn:nbn:se:mau:diva-45772 (URN)9789144114842 (ISBN)
Available from: 2021-09-09 Created: 2021-09-09 Last updated: 2021-10-28Bibliographically approved
Ennerberg, E. & Economou, C. (2021). Migrant teachers and the negotiation of a (new) teaching identity. European Journal of Teacher Education, 44(4), 587-600
Open this publication in new window or tab >>Migrant teachers and the negotiation of a (new) teaching identity
2021 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 44, no 4, p. 587-600Article in journal (Refereed) Published
Abstract [en]

Employment of newly arrived migrants can be seen as one of the key aspects to managing both national labour market needs and the inclusion of individuals in both work and society. In Sweden, efforts to manage recent migration - for example, from Syria - has resulted in various labour market 'fast tracks' that aim to facilitate labour market integration. In this article, we consider how individual migrants attempt to negotiate the new national demands of professional identity to become teachers in Sweden by following a Swedish introduction course to teaching. The study builds on qualitative interviews and fieldwork following two different cohorts of students.

Place, publisher, year, edition, pages
Routledge, 2021
Keywords
Migration, identity work, teaching, labour market, Sweden
National Category
International Migration and Ethnic Relations
Identifiers
urn:nbn:se:mau:diva-17975 (URN)10.1080/02619768.2020.1788536 (DOI)000549686000001 ()2-s2.0-85087520647 (Scopus ID)
Available from: 2020-08-17 Created: 2020-08-17 Last updated: 2024-02-05Bibliographically approved
Economou, C. & Ennerberg, E. (2020). Flerspråkighet och transspråkande i lärarprogram för nyanlända lärare: språkbro med förhinder?. Högre Utbildning, 10(2), 75-89
Open this publication in new window or tab >>Flerspråkighet och transspråkande i lärarprogram för nyanlända lärare: språkbro med förhinder?
2020 (Swedish)In: Högre Utbildning, E-ISSN 2000-7558, Vol. 10, no 2, p. 75-89Article in journal (Refereed) Published
Abstract [sv]

Denna artikel handlar om en universitetsförlagd introduktionsutbildning för nyanlända lärare i Sverige, det så kallade snabbspåret. Den presenterade studien handlar om hur lärarnas flerspråkighet och transspråkande används, betraktas och tas tillvara i en kontext för högre utbildning och kompetensutveckling. Baserat på ett teoretiskt ramverk om transspråkande och olika synsätt på flerspråkighet och språkpolicyer, samlades data in genom intervjuer och observationer med utbildningens deltagare, lärare och handledare. Resultaten visar på att språkfrågan är komplex och flera tendenser visas. Dels ses deltagarnas språkkunskaper i svenska som bristande, dels ses deras flerspråkighet som en tillgång i vissa sammanhang. Transspråkandet visas fylla en viktig funktion i inlärningsprocessen inom kursens ram. Slutsatsen är att alla aktörer i utbildningen behöver få en högre medvetenhet om flerspråkighet och transspråkande så att deltagarnas kompetenser kan tillvaratas.

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2020
Keywords
nyanlända lärare, språksyn, flerspråkighet, transspråkande
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-40496 (URN)10.23865/hu.v10.2211 (DOI)
Available from: 2021-02-08 Created: 2021-02-08 Last updated: 2022-09-15Bibliographically approved
Economou, C. (2020). The integration of refugee teachers in Sweden: Experiences and challenges of a fast track teacher introductionn course at Malmö University.. In: A.A. Wojciechowicz; D.N. Kayser; M. Vock. (Ed.), Lehrer/innen-bildung im Kontext von Fluchtmigration: Perspektiven, Erkundungen und Impulse (pp. 151-162). Weinheim Basel: Verlagsgruppe Beltz
Open this publication in new window or tab >>The integration of refugee teachers in Sweden: Experiences and challenges of a fast track teacher introductionn course at Malmö University.
2020 (English)In: Lehrer/innen-bildung im Kontext von Fluchtmigration: Perspektiven, Erkundungen und Impulse / [ed] A.A. Wojciechowicz; D.N. Kayser; M. Vock., Weinheim Basel: Verlagsgruppe Beltz, 2020, p. 151-162Chapter in book (Refereed)
Place, publisher, year, edition, pages
Weinheim Basel: Verlagsgruppe Beltz, 2020
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-40504 (URN)978-3-7799-6038-6 (ISBN)978-3-7799-5314-2 (ISBN)
Available from: 2021-02-08 Created: 2021-02-08 Last updated: 2021-02-08Bibliographically approved
Economou, C. & Haijer, M. (2019). Integrating Syrian refugee teachers into Swedish educational labour market: reflections on a fast track design (ed.). Education Inquiry, 10(4), 385-403
Open this publication in new window or tab >>Integrating Syrian refugee teachers into Swedish educational labour market: reflections on a fast track design
2019 (English)In: Education Inquiry, E-ISSN 2000-4508, Vol. 10, no 4, p. 385-403Article in journal (Refereed) Published
Abstract [en]

In autumn 2016, Malmö University started two “fast track” trajectories for teachers with refugee backgrounds. The participants were offered an education of 26 weeks as an introduction to the Swedish school system, consisting of content courses, professional Swedish and workplace learning. The aim of this small explorative study was to get an impression of the participants’ views and understanding of the role of becoming a teacher in Swedish schools, realising the characteristics of pedagogy aimed for in the curriculum, specifically the interaction patterns and student participation in learning processes. Main research questions addressed participants’ expectations of differences and challenges in the Swedish school context as compared to their experiences in Syrian contexts. A combination was chosen of focus groups interviews with a small number of teachers and students on their views and experiences with pupils’ involvement in classroom communication as well as quantitative data gathering. The quantitative survey measured teachers’ acquisition and participation-oriented views on learning. Open-ended reflection on learning questions was also given to the students. Results showed significant development towards more participation-oriented beliefs on learning. Interview data and written statements reveal varied differences between the Swedish context and the participants’ experiences from schools in Syria.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Syrian refugee teachers, Swedish Educational Labour market, integration, participation-oriented learning, multilingualism
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-3294 (URN)10.1080/20004508.2019.1579625 (DOI)000648589400006 ()2-s2.0-85075040082 (Scopus ID)28579 (Local ID)28579 (Archive number)28579 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Economou, C. (2018). ”På samma villkor?”: Litteraturundervisningens varför och vad i gymnasieämnet svenska som andraspråk (ed.). Utbildning och Demokrati, 27(3, Tema: Läsning och demokrati), 53-75
Open this publication in new window or tab >>”På samma villkor?”: Litteraturundervisningens varför och vad i gymnasieämnet svenska som andraspråk
2018 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 3, Tema: Läsning och demokrati, p. 53-75Article in journal (Refereed) Published
Abstract [en]

Under the same conditions? The why and what in the teaching of literature in Swedish as a second language. This article focuses on the role of literature in the school subject Swedish as a second language in upper-secondary school and the teachers’ views of course literary texts The aim is to illustrate and analyse the motivations behind teachers using fiction for reading and the texts they use. The empirical materials consist of tape-recorded interviews with seven teachers A thematic content analysis is used to find patterns and then themes to be applied in conjunction with the interpretation of the material. The results show that teachers find literature useful as it may provide knowledge of and various perspectives on life and society, even though second language pupils do not take part in the history of literature in their course. Furthermore, literature not only helps develop multilingual students’ knowledge of the Swedish language but also provides them with insights into Swedish culture. The selection of literature was found to be traditional and Western. The article argues that the two upper-secondary school subjects of Swedish should become one inclusive subject, in which the reading of various literary texts and the holding of meaningful literary discussions can enrich all students, regardless of background.

Place, publisher, year, edition, pages
Örebro universitet, 2018
Keywords
Democracy, motivation, pedagogy of literature, selection criteria, Swedish as a second language.
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-3588 (URN)28578 (Local ID)28578 (Archive number)28578 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-08-17Bibliographically approved
Projects
Newly arrived teachers' experiences after the Fast Track course; Malmö University
Organisations

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