Primary education teachers’ perceptions about culture responsive teaching regarding students with immigrant or refugee experience

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Published: Apr 19, 2023
DOI: https://doi.org/10.12681/thea.32329
Keywords:
teachers' perceptions primary education culture responsive teaching students with ethnocultural differences fighting inequalities
Ευθυμία Πεντέρη
Δημοκρίτειο Πανεπιστήμιο Θράκης
https://orcid.org/0000-0002-8054-6462
Αλέξανδρος Ιωσηφίδης
Abstract

Migration experience, direct and indirect, is a risk factor for the mental health, well-being and academic achievement of students. The growing number of children with immigrant and refugee backgrounds in Europe's schools has led national education systems to rethink their practices in order to "embrace" cultural, linguistic, socio-economic and ethnic differences. The study focuses on the perceptions of primary school teachers regarding dimensions of culturally sensitive teaching. A questionnaire with 14 items was developed. 123 teachers from various specialties participated. Factor analysis led to a version of 12 items with two factors: a. Utilization of cultural and family capital in the learning process and b. Understanding the needs of children from different ethnocultural backgrounds. Teachers scored high in the questionnaire, but they seemed to score higher in the second factor. The variables that seemed to influence the formation of teachers' perceptions were their experience with students with a migrant / refugee background and their training in relation to cultural diversity.

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Author Biography
Ευθυμία Πεντέρη, Δημοκρίτειο Πανεπιστήμιο Θράκης

Επίκουρη Καθηγήτρια, ΤΕΕΠΗ

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