Empowering teachers during refugee crises: Social support they need to Thrive
Author's Department
International & Comparative Education Department
Second Author's Department
International & Comparative Education Department
Fourth Author's Department
International & Comparative Education Department
Find in your Library
https://doi.org/10.1016/j.tate.2021.103471
Document Type
Research Article
Publication Title
Teaching and Teacher Education
Publication Date
11-1-2021
doi
10.1016/j.tate.2021.103471
Abstract
Building on a previous study that elicited Syrian refugee students' perceptions regarding the sources of social support needed for academic success, this qualitative, phenomenological study was designed to explore teachers' perceptions of the social support they need to meet Syrian refugee students' academic needs at school. Semi-structured interviews with 10 male teachers were conducted at a single-sex public middle school in Lebanon. Study participants recommended acknowledging teachers’ efforts, offering adequate teacher development programs, and providing on time administrative and peer support as a means to improve teaching and learning for refugee students.
Recommended Citation
APA Citation
Karkouti, I.
DeVere Wolsey, T.
Bekele, T.
&
Toprak, M.
(2021). Empowering teachers during refugee crises: Social support they need to Thrive. Teaching and Teacher Education, 107,
10.1016/j.tate.2021.103471
https://fount.aucegypt.edu/faculty_journal_articles/2640
MLA Citation
Karkouti, Ibrahim M., et al.
"Empowering teachers during refugee crises: Social support they need to Thrive." Teaching and Teacher Education, vol. 107, 2021,
https://fount.aucegypt.edu/faculty_journal_articles/2640