Training Adequacy and Pedagogic Practices of Teachers in Reception Facilities for Refugee Education in Greece during the Economic Crisis: A Case Study

Abstract

This research paper, which uses Basil Bernstein’s theoretical framework, aims to search the training adequacy of the teachers who work in Reception Facilities for Refugee Education (RFRE) and to examine the pedagogic practices that they use at the micro-level of the school classroom. Teachers who worked in a RFRE in Greece participated in this research, which was conducted with the use of the semi-structured interview research tool. The findings showed the following: a) the insufficient training that the RFRE teachers had received from the official national bodies; the teachers’ effort to acquire the appropriate knowledge on their own initiative, in order to be able to teach refugee students; the teachers’ expressed need for training in matters of intercultural education, b) the pedagogic practices teachers used at the RFRE is linked to the implementation of an invisible form of pedagogy with a clear student-centered focus.