Adjusting the Teaching Process for Refugee Students from Ukraine. The Perspective of Polish Teachers

• Authors: Urszula Bartnikowska , Monika Parchomiuk , Katarzyna Ćwirynkało , Beata Antoszewska

Abstracts

EN

Teaching refugee students in inclusive classrooms is challenging for Polish teachers as the number of these students in schools has dramatically increased. This research aimed to explore Polish teachers’ experiences with adapting their teaching process for these students. An Interpretive Phenomenological Analysis was used, and 30 teachers participated in six focus group interviews. Two themes were identified in the analysis: 1) collaboration with others, 2) essential elements of direct work with students: communication; didactic aids; teaching methods; learning content; and learning objectives. Several recommendations for teaching practice are made.

Keywords

EN

adjusting; teaching methods; refugee students; education; teachers

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2023
• Volume: 74
• Pages: 9-20

Dates

published

2023

Contributors

author

Urszula Bartnikowska

• University of Warmia and Mazury in Olsztyn

• https://orcid.org/0000000157065276

author

Monika Parchomiuk

• Maria Curie-Skłodowska University in Lublin

• https://orcid.org/0000000207564242

author

Katarzyna Ćwirynkało

• University of Warmia and Mazury in Olsztyn

• https://orcid.org/0000000323056069

author

Beata Antoszewska

• University of Warmia and Mazury in Olsztyn

• https://orcid.org/0000000152503337

References

• Abramczyk, A., & Jurkowski, S. (2020). Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296–308. https://doi.org/10.1080/02607476.2020.1733402
• Barbour, R. (2018). Doing Focus Groups. SAGE Publications.
• Bećirović, S., Dubravac, V., & Brdarević-Čeljo, A. (2022). Cooperative learning as a pathway to strengthening motivation and improving achievement in an EFL classroom. SAGE Open, 12(1). https://doi.org/10.1177/21582440221078016
• Bešić, E., Paleczek, L., & Gasteiger-Klicpera, B. (2020). Don’t forget about us: attitudes towards the inclusion of refugee children with(out) disabilities. International Journal of Inclusive Education, 24(2), 202–217. https://doi.org/10.1080/13603116.2018.1455113
• Biasutti, M., Concina, E. & Frate, S. (2020). Working in the classroom with migrant and refugee students: the practices and needs of Italian primary and middle school teachers. Pedagogy, Culture & Society, 28(1), 113–129. https://doi.org/10.1080/14681366.2019.1611626
• European Commission. (2022). Supporting the inclusion of displaced children from Ukraine in education: Considerations, key principles and practices for the school year 2022–2023. https://ec.europa.eu/migrant-integration/library-document/supporting-inclusion-displaced-children-ukraine-education_en
• Ferguson-Patrick, K. (2020). Cooperative learning in Swedish classrooms: engagement and relationships as a focus for culturally diverse students. Education Sciences, 10(312), 1–21. https://doi:10.3390/educsci10110312
• Gaintza, Z., Ozerinjauregi, N., & Aróstegui, I. (2018). Educational inclusion of students with rare diseases: Schooling students with spina bifida. British Journal of Learning Disabilities, 1–8. http://dx.doi.org/10.1111/bld.12246
• Gauci, G. M. (2019). Interpretative phenomenological analysis: Its attraction and relevance to the medical field. Early Human Development, 133, 52–56. DOI: 10.1016/j.earlhumdev.2019.03.012
• Gudovitch, R., Alex, G., Kiyingi, E., Barigye, E., Zawedde, M., Namu-Gambe, A., Mutesi, F., Forshtat, L., & Slonim-Nevo, V. (2021). Teachers’ perspectives: challenges in the integration of refugee children deported from Israel to Uganda. Social Sciences, 10(91), 1–15. https://doi.org/10.3390/socsci10030091
• Love, B., Vetere, A., & Davis, P. (2020). Should Interpretative Phenomenological Analysis (IPA) be Used with Focus Groups? Navigating the Bumpy Road of “Iterative Loops,” Idiographic Journeys, and “Phenomenological Bridges”. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920921600
• Makarova, E., Gilde, J., & Birman, D. (2019). Teachers as risk and resource factors in minority students’ school adjustment: an integrative review of qualitative research on acculturation. Intercultural Education, 30(5), 448–477. https://doi.org/10.1080/146759 86.2019.1586212
• McDiarmid, S., Durbeej, N., Sarkadi, A., & Osman, F. (2022). Schools’ and teachers’ roles and challenges in supporting the mental wellbeing of refugee youths: a qualitative study with Swedish teachers. International Journal of Qualitative Studies on Health and Well-being, 17(1), 2007568. https://doi.org/10.1080/17482631.2021.2007568
• Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2
• Rozporządzenie Ministra Edukacji i Nauki z dnia 21 marca 2022 r. w sprawie organizacji kształcenia, wychowania i opieki dzieci i młodzieży będących obywatelami Ukrainy (on the organisation of education, upbringing and care for children and young people who are citizens of Ukraine). Dz.U. 2022 poz. 645.
• Sim, J., & Waterfield, J. (2019). Focus group methodology: some ethical challenges. Quality & Quantity: International Journal of Methodology, 53(6), 3003–3022. https://doi.org/10.1007/s11135-019-00914-5
• Verger, S., Negrea, F., Rossellóa, M. R., & Paz-Lourido, B. (2020). Inclusion and equity in educational services for children with rare diseases: Challenges and opportunities. Children and Youth Services Review, 119, 1–6. https://doi.org/10.1016/j.childyouth.2020.105518
• Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(9), 1–14. https://doi.org/10.1186/s40862-020-00090-2
• Willems, K., & Vernimmen, J. (2018). The fundamental human right to education for refugees: Some legal remarks. European Educational Research Journal, 7(2), 219–232. https://doi.org/10.1177/1474904117709386

Identifiers

DOI

10.15804/tner.23.74.4.01

Biblioteka Nauki

24964541