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A phenomenological research study was conducted to discover some of the challenges that internationally educated teachers face in the U.S. public school system. Interviews, in conjunction withbridling journal entries, were conducted with three internationally educated teachers who had experience teaching in the U.S. public school system, and whole-part-whole analysis was used to examine the interview scripts in the context of culture and language. The conceptual framework for this study was based on Bakhtin's authoritative discourses and his theory of language. The findings of this study revealed three broad challenges: hardships in classroom discipline due to cultural differences, conflicts with parents due to the lack of understanding of the U.S. mainstream culture, and language barriers. In addition, the implications for internationally educated teachers in the U.S. schools were discussed. Among the discussions, the implications for schools highlighted the need for a mutually respectful mentoring for the internationally educated teachers.

This paper reports the perceptions and insights of internationally educated teachers certified to teach in U.S. public schools. The purpose of this study is to disclose the untold stories of internationally educated teachers, how they cope with challenges while adjusting to the host society. Using a phenomenological research methodology, interviews were carried out with three internationally educated teachers who had been teaching in the United States. Whole-part-whole analysis was used to highlight the interview scripts. The findings illustrate the nature of the internationally educated teachers' stories and present theoretical perspectives from which key challenges were identified. These challenges were sorted into two overarching categories: cultural differences (classroom discipline and conflicts with parents) and language barriers. The study summarizes the experiences and perceptions of the participants and discusses the implications of their experiences and perceptions on teacher education and schools in the conclusion. [ABSTRACT FROM AUTHOR]