A Glimmer of Hope for Refugee Education: Teacher Perceptions, Performances, and Practices

Autor/in	Gözpinar, Halis
Titel	A Glimmer of Hope for Refugee Education: Teacher Perceptions, Performances, and Practices
Quelle	(2019), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Refugees; Second Language Learning; English (Second Language); High School Students; Secondary Education; Educational Planning; Self Concept; Friendship; High School Teachers; English Teachers; Teacher Attitudes; Social Integration; Acculturation; Classroom Environment; Faculty Development; Culturally Relevant Education; Instructional Materials; Stress Variables; Knowledge Level; Turkey + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sekundarbereich; Bildungsplanung; Selbstkonzept; Freundschaft; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Lehrerverhalten; Soziale Integration; Akkulturation; Klassenklima; Unterrichtsklima; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Wissensbasis; Türkei
Abstract	As schools across Turkey are starting to diversify, the need within the Turkish education system to educate the overwhelmingly large influx refugees from neighboring countries becomes an ever more prominent and pressing issue. This study is qualitative in nature, and provides information by using multiple sources of data. It aims to examine how eighteen Turkish high school teachers of English as Foreign Language (EFL) who teach refugee children view refugee-oriented education in Turkey, as well as both to assess their level of competence in the matter, and to obtain any feedback that they may have. Teachers across the country want the Turkish National Ministry of Education to review and thus bring current teacher training programs in line with international standards, as well as want programs to be more sensitive towards cross-cultural/intercultural competence. According to them, schools and educational institutions need to develop an action plan not only in the long run, but short term as well. In line with this purpose, teachers suggest that because EFL classrooms are a neutral space for refugees, local students and refugees thus come together and reconstruct/redefine their identities and from life-long friendships. Most teachers also agree that teaching is a profession that is learned over time, and the learning of how to work with refugees is no exception to that rule. The researcher has reflected his teaching experience with refugee students in this research into this particular field. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01