Though international teachers have been present in U.S. schools for decades, their recruitment for urban schools as a response to the supposed teacher shortage is a relatively new phenomenon with little research to support it. This study examines international teachers’ recruitment and preparation for urban environments. Informed by classroom observations and in-depth interviews with teachers, administrators, and recruitment agency personnel, this collective case study finds that there are distinct benefits and challenges of recruitment and that recruitment procedures and lack of preparation for U.S. schools add to teachers’ challenges. Recommendations are included for future research, teacher education, and policy.
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