2020
DOI: 10.18848/2327-0020/cgp/v20i02/57-68
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Professional Narratives in Refugee Education: Volunteer Teachers’ Challenges, Needs, Skills, and Accomplishments within the Framework of Non-Formal Education

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Cited by 5 publications
(7 citation statements)
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“…Educational staff are inadequate and unqualified for such cases. This has been reported in Greek and international studies, demonstrating that educational systems are unable or not focused on the equitable inclusion of disabled migrants and refugees (Papapostolou et al, 2020;Cummins, 2021). S4.…”
Section: Implementation Of the Inclusion Policymentioning
confidence: 81%
“…Educational staff are inadequate and unqualified for such cases. This has been reported in Greek and international studies, demonstrating that educational systems are unable or not focused on the equitable inclusion of disabled migrants and refugees (Papapostolou et al, 2020;Cummins, 2021). S4.…”
Section: Implementation Of the Inclusion Policymentioning
confidence: 81%
“…The training and education of teachers are crucial factors in integrating migrant and refugee students (Angelopoulou & Manesis, 2017;Papapostolou et al, 2020;Zotou, 2017).…”
Section: Discussionmentioning
confidence: 99%
“…Mitits (2018), in a study in Thrace (Greece), in schools of primary and secondary education, showed that teachers claimed that maintaining their mother tongue would help these children preserve their culture and that the teachers themselves would like to know more about this language (Mitits, 2018). Also, in teachers' opinions, there are mentions of the lack of infrastructure (Katsigianni & Kaila, 2019;Papachristos, 2011) and that teachers do not have the appropriate competency and training to deal with such learning environments (Angelopoulou & Manesis, 2017;Papapostolou et al, 2020;Zotou, 2017). A characteristic example is a study in Volos and Lamia (Greece), where a lack of teacher training and poor infrastructure is noted (Mogli et al, 2020).…”
Section: Literature Reviewmentioning
confidence: 99%
“…En efecto, este compromiso con la profesión ligado a la satisfacción con la propia labor y su utilidad ha sido descrito en profesionales y voluntarios que trabajan en la atención a migrantes y refugiados, quienes parecen desarrollar un fuerte compromiso social (Nonnis et al, 2020) a partir, primordialmente, de las propias relaciones establecidas con los usuarios. No obstante, la gestión de la diversidad cultural y lingüística propia de este contexto también aparece como problemática y surge como uno de los principales retos que los profesores de lengua a migrantes y refugiados afrontan en su labor docente (Papapostolou et al, 2020;Reyes et al, 2021). La sensibilidad intercultural desempeña en este sentido un papel crucial (Papapostolou et al, 2020).…”
Section: Identidad De Los Profesores De Español En Contextos De Migra...unclassified
“…No obstante, la gestión de la diversidad cultural y lingüística propia de este contexto también aparece como problemática y surge como uno de los principales retos que los profesores de lengua a migrantes y refugiados afrontan en su labor docente (Papapostolou et al, 2020;Reyes et al, 2021). La sensibilidad intercultural desempeña en este sentido un papel crucial (Papapostolou et al, 2020). Aunque las habilidades interculturales se presentan como un presupuesto básico de las competencias desarrolladas en la formación del profesorado de lenguas, especialmente relevante en la enseñanza a migrantes y refugiados, los profesores en estos contextos no siempre poseen tal competencia (Magos y Simopoulos, 2009).…”
Section: Identidad De Los Profesores De Español En Contextos De Migra...unclassified