This article investigates the professional integration of a group of newly arrived teachers, mainly from Syria, who participated in the labour market Fast-track programme in Sweden, which aims at facilitating quicker pathways to teaching positions. Drawing on the institutional perspective, our analysis focuses on formal and informal institutional conditions that hinder or enable newly arrived teachers in their striving for legitimacy as professional teachers. Analysis of focus group interviews and observations show that despite their professional experiences there are limits to their prior professional skills and competences being recognized within the Swedish school. The main institutional challenges identified were acquiring Swedish, understanding and managing the pupil-centred curriculum and its associated communication skills and taking on the facilitator teacher role. Handling and negotiating these challenges are important for gaining recognition as professional teachers, which, it seems, influences their opportunities for employment. To afford them opportunities for professional socialization, it is important to enable them to become acquainted with, handle and negotiate institutional conditions within a new school culture. In contrast to the quick-fix view of European integration policy, our study shows that the professional integration process takes time and includes a socialization process.

本文调查了一批主要来自叙利亚的新到任教师的专业整合情况，他们参加了瑞典的劳动力市场快速通道计划，旨在促进更快地升任教学职位。从制度的角度出发，我们的分析集中在正式或非正式的制度条件上，这些条件阻碍或使新到任的教师努力争取其作为专业教师的合法性。对焦点小组访谈和观察的分析表明，尽管他们具有专业经验，但是瑞典学校认可其先前的专业技能和能力的局限性。确定的主要机构挑战是收购瑞典人，了解和管理以学生为中心的课程及其相关的沟通技巧，并担任辅导老师的角色。处理和谈判这些挑战对于获得专业教师的认可非常重要，这似乎影响着他们的就业机会。为了给他们提供专业社交的机会，重要的是使他们熟悉，处理和协商新的学校文化中的制度条件。与欧洲一体化政策的速成观点相反，我们的研究表明，专业一体化过程需要时间，并且包括社会化过程。影响他们的就业机会。为了给他们提供专业社交的机会，重要的是使他们熟悉，处理和协商新的学校文化中的制度条件。与欧洲一体化政策的速成观点相反，我们的研究表明，专业一体化过程需要时间，并且包括社会化过程。影响他们的就业机会。为了给他们提供专业社交的机会，重要的是使他们熟悉，处理和协商新的学校文化中的制度条件。与欧洲一体化政策的速成观点相反，我们的研究表明，专业一体化过程需要时间，并且包括社会化过程。