Title

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

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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.

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