A key feature of contemporary changes in globalisation is the increasing transnational flows of people. Evidence of the way in which these changes are impacting on education in Australia today is found in the presence of its immigrant teachers. Teacher shortages in Australia have led to increasing numbers of immigrant teachers from non-European or non-English-speaking background countries. This article reviews the recent experiences of Australia, New Zealand and Canada in recruiting these teachers. The findings of a study into the presence of immigrant teachers in selected Australian schools are then presented. It was found that as these immigrant teachers negotiate the ‘authoritative discourses’ in their professional lives, they contribute to the reworking of the identity and work of teachers. The article concludes by sketching a research and policy agenda that arises in response to, and as an expression of the presence of this new generation of global/local teachers.
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