Abstract
Introduction: Culturally homogenous Poland changed from the 24th of February 2022 due to high numbers of Ukrainian refugees fleeing the Russian invasion. Research Aim: The aim of the study was to explore Polish school teachers’ lived experiences of teaching Ukrainian refugee students. Research Method: Having applied an Interpretive Phenomenological Analysis we conducted nine focus groups with a sample of fifty-two teachers. Results: Two superordinate themes, Rewards and Challenges, were identified during the analytical process. The findings give voice to teachers’ perspectives on the issues impacting them. The findings shed light on student and teacher needs and the interactions between teachers, students and the host school environment which helped build understanding between the two communities. Conclusion: The findings can inform teacher education and practice, policy and services that enhance the experiences of both teachers and their students.
Published Version
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