Teachers in Forced Displacement Contexts: Persistent Challenges and Promising Practices in Teacher Supply, Quality, and Well-Being

Autor/inn/en	Mendenhall, Mary; Gomez, Sonia; Varni, Emily; Guven, Ozen
Titel	Teachers in Forced Displacement Contexts: Persistent Challenges and Promising Practices in Teacher Supply, Quality, and Well-Being
Quelle	In: Journal on Education in Emergencies, 5 (2019) 1, S.123-132 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-6833
Schlagwörter	Stellungnahme; Well Being; Teacher Supply and Demand; Teaching Methods; Refugees; Barriers; Access to Education; Emergency Programs; Case Studies; Cross Cultural Studies; Educational Planning; Teacher Motivation; Faculty Development; Educational Policy; Educational Practices; Foreign Countries; Professional Autonomy; Teacher Attitudes; Interviews; Researchers; Iran; Turkey; Syria; Chad; Germany; Kenya + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Lehrerbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Flüchtling; Education; Access; Bildung; Zugang; Bildungszugang; Hilfsprogramm; Case study; Fallstudie; Case Study; Cultural comparison; Kulturvergleich; Bildungsplanung; Politics of education; Bildungspolitik; Bildungspraxis; Ausland; Berufsfreiheit; Lehrerverhalten; Interviewing; Interviewtechnik; Researcher; Forscher; Türkei; Syrien; Tschad; Deutschland; Kenia
Abstract	In this interview, Dr. Ozen Guven talks to Dr. Mary Mendenhall, Sonia Gomez, and Emily Varni about their research on teachers and teaching practices in contexts of forced displacement. Mendenhall, Gomez, and Varni recently authored "Teaching Amidst Conflict and Displacement: Persistent Challenges and Promising Practices for Refugee, Internally Displaced, and National Teachers," a background paper for the 2019 Global Education Monitoring Report on the challenges and opportunities available to teachers working in forced displacement settings. Drawing from their paper, which includes case studies from countries as diverse as Germany, Kenya, Chad, and Iraq, the authors discuss such topics as education planning, teacher professional development, teacher well-being and motivation, and teacher agency. Throughout the discussion, they highlight practices and policies that could be leveraged to strengthen support for teachers working in displacement contexts. Mendenhall, Gomez, and Varni are scholar-practitioners whose work focuses on the challenges faced by teachers in crisis contexts, and on the policies and practices that provide these teachers with comprehensive support. Guven's work examines teaching practices among Syrian refugees in Turkey. (ERIC).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01