Working in the classroom with migrant and refugee students: the practices and needs of Italian primary and middle school teachers

The current study analysed teachers' methodologies, practices and needs to promote the integration of newly arrived migrant/refugee pupils in educational contexts. Twentynine Italian primary and middle school teachers answered a qualitative survey analysed with ATLAS.ti software. In analysis, s...

Full description

Saved in:
Bibliographic Details
Published in:Pedagogy, culture & society culture & society, 2020-01, Vol.28 (1), p.113-129
Main Authors: Biasutti, Michele, Concina, Eleonora, Frate, Sara
Format: Article
Language:English
Subjects:
Children
Classroom Techniques
Early Adolescents
Educational Needs
Elementary School Teachers
Foreign Countries
Immigrant students
Inclusion
Intercultural Communication
Intercultural education
Middle School Teachers
migrant and refugee students
Migrant Education
Migrants
Multicultural Education
primary school teachers
Refugees
Skill Development
Social Integration
Teacher Attitudes
teachers' needs
Teaching
Teaching Methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The current study analysed teachers' methodologies, practices and needs to promote the integration of newly arrived migrant/refugee pupils in educational contexts. Twentynine Italian primary and middle school teachers answered a qualitative survey analysed with ATLAS.ti software. In analysis, seven categories emerged: teaching values and beliefs; students' cognitive, emotional, and linguistic skills; inclusive class activities and resources; intercultural communication; social interactions in classroom; networking with the local community; and teachers' needs. Teaching strategies and methods reported included inclusive approaches for supporting the integration of migrant/refugee students and promoting the well-being of the whole class. Creativity and flexibility emerged as two of the main features of teachers' work. Further needs reported included training, didactic counselling, resources for supporting teaching, economic resources and school organisation. Evidence was found for the complexity of teaching in an intercultural context suggesting a multidimensional approach for analysing educational issues.
ISSN:1468-1366
1747-5104
DOI:10.1080/14681366.2019.1611626