Αναπαραστάσεις εκπαιδευτικών για τη γλωσσική εκπαίδευση μαθητών/τριών με προσφυγικό υπόβαθρο

Abstract

This research aims to contribute to the debate on the need for an intercultural-inclusive school by focusing on the perceptions of teachers working in public schools regarding the language education of children with refugee background. Data was collected using a questionnaire distributed online to 54 teachers who taught in classes with refugee students during the school year 2021-2022. Descriptive statistical analysis techniques and inferential statistical analysis techniques (x²) were chosen for data analysis. The findings summarize the teachers' positive attitude towards refugee students, while highlighting their perceptions about the obstacles and suggestions for more effective learning of Greek. Finally, an attempt is made to record the variations in the teachers' responses in relation to the variables such as service experience and educational level.