This article analyses the case of a Swedish so-called “fast-track” programme for newly arrived migrant teachers with the use of a conceptual model of lifelong learning dimensions (Boyadjieva & Ilieva-Trichkova, 2016). The material is based on individual and focus group interviews with individual participants, public employment officers and university teachers. While some aspects of the course can be seen as transformative and allowing for intrinsic learning, the participants’ need for work often overshadowed more ambitious course goals. Nevertheless, the course provides participants with the opportunity to reflect on new aspects of teaching and broader societal values.

本文使用终身学习维度的概念模型分析了瑞典新生移民教师的瑞典“快速通道”计划的案例（Boyadjieva＆Ilieva-Trichkova，2016）。该材料基于对个体参与者，公共就业官员和大学教师的个人和焦点小组访谈。虽然该课程的某些方面可以看作是变革性的，并允许进行内在学习，但参与者的工作需求通常掩盖了更雄心勃勃的课程目标。但是，该课程为参与者提供了反思教学的新方面和更广泛的社会价值的机会。