American Educational Research Association, Illinois, United States Of America, 13 - 16 April 2023, pp.39
This qualitative phenomenological research examines teachers' experiences and views in teaching refugee students and explores how successful teachers' teaching methods and pedagogical approaches are in creating a classroom environment that fosters a culture of inclusion for refugee children. The data collection includes semi-structured interviews with 18 teachers as well as observational notes of the researchers. Data is analyzed through reconstructive analysis to examine the dialogical conversations and reveal hidden meanings and transform observable data into the explicit form. The preliminary results of the study suggest that the challenges experienced in refugee education, how teachers deal with the challenges in and outside the classroom setting, and their choice of instructional strategies and approaches affect the involvement of refugee students in classroom activities and with their peers as well as the overall classroom atmosphere. Implications of the study to improve teacher training programs and refugee education are further discussed.