Syrian Refugee Children's Education in Turkish Public Schools: Primary School Teachers' Experiences

ATALAY, Nurhan; Kılıç, Zeynep; Anılan, Burcu; Anılan, Hüseyin; Anagün, Şengül S.

doi:10.14689/enad.10

Cited by 9 publications

(5 citation statements)

References 25 publications

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“…An analysis of RBSs' experiences in public schools indicated that the major roadblock in teaching RBSs was the communication problem between teachers and RBSs (Arslan & Ergul, 2022;Atalay et al, 2022;Bozkırlı et al, 2018;Ekin & Yetkin, 2021;Ergen & Şahin, 2019;Kaya & Ok, 2021;Kocak et al, 2021;Yiğit et al, 2021). Teachers expressed that they struggled to build background knowledge, deliver the content, explain the activity instructions, and clarify the confusing items due to RBSs' limited Turkish proficiencies (Ergen & Şahin, 2019;Kaya & Ok, 2021;Yiğit et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The studies that specifically focused on the impact of teacher practices on RBSs' academic experiences revealed that teachers often experienced communication problems with the RBSs due to their limited Turkish proficiencies and, thus, failed to deliver the content effectively (Ekin & Yetkin, 2021;Kaysılı et al, 2019). Moreover, they experienced difficulties in building background knowledge due to the RBSs' cultural differences (Atalay et al, 2022). Finally, teachers expressed that RBSs received limited academic support from their parents at home due to linguistic barriers (Ergen & Şahin, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Untitled

2023

EUROPEAN J ED RES

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The number of school-aged refugee background children on Turkish soil was estimated to be over 2 million in 2022. Acknowledging the importance of quality education for these children to achieve equity in Turkish-only public schools, this study examined pre-service teachers' self-efficacies in teaching refugee-background students (RBS). Data were collected from 437 preservice teachers studying at eight different teacher education programs via the adopted Teachers' Sense of Efficacy Scale (TSES) and analyzed with the Tukey multiple comparison test. The findings revealed that pre-service teachers rated low self-efficacies in teaching the RBSs. A comparison of mean scores based on the programs indicated that pre-service teachers in the early education programs scored the lowest self-efficacy while the pre-service teachers in Physical Education programs scored the highest. Moreover, the self-efficacies of bilingual pre-service teachers differed significantly from monolingual Turkish proficient pre-service teachers implying a positive correlation between pre-service teachers' self-efficacies and bi/multilingualism. Lastly, senior preservice teachers rated higher self-efficacies than freshmen, junior, or sophomore pre-service teachers. The study implied a need for culturally and linguistically responsive pedagogies and differentiated instruction in the teacher education curriculum to prepare pre-service teachers better for the RBSs in Turkish public schools.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Untitled

2023

EUROPEAN J ED RES

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“…The challenges teachers encountered specifically centered on curriculum, learning-teaching process, instructional tools, and assessment. Atalay, Kilic, Anilan, Anilan, and Anagun (2022) investigated the problems faced particularly by primary teachers who teach Syrian students. The results of the study highlighted that the primary barrier for teachers to educating refugee students was related to the language difference between themselves and refugee students.…”

Section: The Professional Needs Of Teachers In Turkey In the Context ...mentioning

confidence: 99%

Teacher Education Reimagined: A Letter to Teacher Educators on Preparing Teachers to Educate Refugee Students

Akin-Sabuncu

2022

Int. J. of Cont. Edu. Res.

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Turkey is currently home to the world's largest refugee population with more than 3.7 million Syrians and around 322,000 refugees and asylum-seekers of other nationalities under international protection. Situated in a theory of teacher education for social justice, the present study aims to illustrate the lessons and insights that teacher educators, who are critically engaged in preparing teachers to teach immigrant and refugee students, offer on reimagining preservice teacher education for preparing prospective teachers to teach all students including refugee children. The study employed phenomenological research to investigate the perspectives and the lived experiences of 18 teacher educators who were purposefully selected through criterion, maximum variation, and snowball sampling strategies. The data were collected through semi-structured in-depth interviews with the participants. The findings revealed three key issues for a socially just teacher education system: “who should teach: teacher educator identities”, “teacher education curriculum and pedagogy”, and “contexts, structures, and collaborators in teacher education”. As a letter to educational stakeholders in general and to teacher educators specifically, the present study issues a call to action to revisit our roles and rethink the education of massive numbers of refugee students in Turkey and around the globe to advocate for and enact social justice in and through teacher education.

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“…), MacLeod (2013),Aydin et al (2017),Bianco et al(2017) ,Alshoufani (2018), Claudia. (2018,Adelman (2019),Ager et al (2019),Atalay (2022),Asghari (2022), blogs.worldbank.org/ar/voices/qmt-n-ras-almal-albshry-tbrzalhajt-aly-alastthmar-fy-alatfal-alsghar .…”

mentioning

confidence: 99%

أثر التباينات الثقافية على التحاق الأطفال اللاجئين السوريين برياض الأطفال المصرية The Impact of Cultural Differences on the Enrollment of Syrian Refugee Children in Egyptian Kindergartens

عبد القوى

2023

مجلة دراسات تربوية واجتماعية

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The research aimed to study the impact of cultural differences in Egyptian kindergartens on the enrollment of Syrian refugee children in kindergarten, specifically, in the light of the challenges facing the education of Syrian refugee children. The researcher used a questionnaire about the impact of cultural differences on the enrollment of Syrian refugee children in Egyptian kindergartens. The questionnaire was applied to a sample of (100) guardians of Syrian children. The researcher also held intensified discussion sessions with (20) members dividing them into (2) groups, (10) individuals per group. Each of the two groups included directors, teachers, and parents in the refugee education centers and government kindergartens in 6th of October City. Furthermore, the researcher conducted field observations of the activities of Syrian refugee education centers.Results of the research indicated the poor adaptation of refugee children to cultural and linguistic differences in kindergartens, which leads to an increase in the challenges they face when they enroll in Egyptian kindergartens. Findings of the research also revealed the reluctance of parents of refugee children to enroll their children in kindergarten and to interact with the school and participate in school activities. Such a reluctance reinforces the separation between refugee children and their Egyptian peers. These results demonstrated that there is an urgent need to reconsider educational policies and programs in kindergartens in order to improve the educational experience for Syrian refugee children in Egypt, to raise awareness about the concept of cultural diversity, to train teachers to deal with refugee children, and to activate community partnerships to integrate refugee children and their families into kindergartens.

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Syrian Refugee Children's Education in Turkish Public Schools: Primary School Teachers' Experiences

Cited by 9 publications

References 25 publications

Untitled

Untitled

Teacher Education Reimagined: A Letter to Teacher Educators on Preparing Teachers to Educate Refugee Students

أثر التباينات الثقافية على التحاق الأطفال اللاجئين السوريين برياض الأطفال المصرية The Impact of Cultural Differences on the Enrollment of Syrian Refugee Children in Egyptian Kindergartens

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