Refugee Children's Integration in Greece: Training Future Teachers to Face New Educational Challenges

Autor/inn/en	Androusou, Alexandra; Iakovou, Maria
Titel	Refugee Children's Integration in Greece: Training Future Teachers to Face New Educational Challenges
Quelle	In: International Journal of Early Years Education, 28 (2020) 2, S.162-175 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1765090
Schlagwörter	Foreign Countries; Refugees; Greek; College Students; Teacher Education Programs; Children; Adults; Early Childhood Education; At Risk Students; Preservice Teachers; Educational Policy; Family Programs; Mothers; Student Attitudes; Program Effectiveness; Teaching Methods; Literacy Education; Second Language Instruction; Interdisciplinary Approach; Nonformal Education; Greece + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Grieche; Griechisch; Collegestudent; Child; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Family program; Familienprogramm; Mother; Mutter; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Non-formal education; Non formal education; Nichtformale Bildung; Griechenland
Abstract	The aim of this paper is to present an action research project focusing on refugee children's integration to the formal Greek education system as it relates to their mothers' Greek language learning. Drawing on the interrelation between formal and non-formal education, this project took place at the Open Reception facility of Eleonas in Athens and addressed graduate and postgraduate students, coming from two different Departments of the National and Kapodistrian University of Athens (Department of Early Childhood Education and the Department of Linguistics) with two different specialisations, on children and on adults, respectively. In this paper, we will present this particular framework of training future teachers at Eleonas and will discuss the way the particular project was developed, implemented and evaluated. Through an analysis of student's diaries and questionnaires, we assess the 'synergy' between two different groups of students and the way in which their own involvement in refugee education and their reflections thereon are integrated within the context of an emancipatory action research paradigm. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01