Teachers' perspectives and practices relating to refugee girls: a mixed-methods multidisciplinary survey

被引:0
|
作者
Shepherd, Jessie [1 ]
机构
[1] Univ York, Dept Educ, Heslington, England
关键词
Refugee; education; practices; teachers; social-emotional skills; SCHOOL; INTEGRATION; INTERVENTIONS; EDUCATION; BORDERS; IMPACT; CLASSROOM; TRENDS;
D O I
10.1080/03004279.2024.2413870
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Teachers' perspectives are key to understanding practice and support for high-risk groups like refugee children. This mixed-methods multidisciplinary study explored primary teachers' perspectives and skills on issues of equity, migration and social-emotional skills, using an online survey. The survey contained quantitative perspective questions and qualitative scenarios. Triangulated results suggested that teachers' perspectives around equity and social-emotional skills differ from their practice when responding to student scenarios. Their perspectives on migration, however, are aligned with their scenario responses. Results show a skill gap that may impact teachers' ability to support refugee children in adjusting to and thriving in their classrooms.
引用
收藏
页数:12
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