Professional Transition in Australia: Ukrainian Migrant Teachers’ Lived Experiences

Although Australia has a long history of migration, migrants often confront significant impediments to their professional goals. New migrants may be forced into employment which is below their qualifications. This inquiry aims to investigate Ukrainian migrant teachers' experiences of professional pathways in Australia to better comprehend the problem and to facilitate migrant teachers' transition into the Australian professional environment. The project engages Ukrainian migrant teachers who obtained their master's or specialist degrees in Ukraine or a post-Soviet country and whose main professional activity overseas comprised teaching in secondary or tertiary educational institutions. The study employs a qualitative narrative auto-ethnographic approach to underscore the personal stories of the participants. Narrative interviews are used as the primary method of data collection supported by artefacts, documents and memos. The project seeks to highlight Ukrainian migrant teachers' professional transition in Australia by arguing that cultural diversity is critical in the pedagogical professional environment. The research seeks to promote relevant policy changes regarding current and future migrant teachers' qualification validation and employment. The research will support other migrant communities facing similar professional challenges and will advise apposite organisations, such as the Education Department of Western Australia, of the current situation in the field.