Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher’s license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing.

通常不允许在一个国家/地区接受培训的教师在另一个国家/地区担任教师，因为他们的教师执照不被认为具有同等效力。这些教师要想再次从事专业工作必须克服的障碍很高，并且经常需要在大学进行进一步（全面）的教师培训。本文提供了对在德国和欧洲参加（重新）资格认证计划的老师的条件的见解。通过将传记方法的理论概念与教育中的教师专业化和跨国化联系起来，提出了与参加过德国一所大学难民教师计划的教师进行的访谈研究的结果。