Akademik Veri Yönetim Sistemi
Adult Education Research Conference, Asian Adult Education preconference, Arizona, Amerika Birleşik Devletleri, 12 Haziran 2024
This paper explores the experiential learning process of teachers in integrating refugee students into the Turkish education system. Teachers face challenges in meeting the academic, social, and cultural needs of diverse ethnic backgrounds. Lack of resources and training leads to teachers exploring new ideas and methods. A qualitative phenomenological study of 19 teachers revealed that they lack pedagogical support for inclusive education or multicultural education during training programs. However, experiential learning helps them learn about inclusion. Teachers often believe they lack the necessary skills to teach diverse students, leading to professional insecurities. The study suggests that in-service professional development support enhances teachers' experiential learning process and highlights the potential of experiential learning pedagogies and models in preservice teacher training programs.