Preparing Pre-service Teachers to Support Children With Refugee Experiences

Authors

  • Thursica Kovinthan Levi University of Ottawa, Faculty of Education

DOI:

https://doi.org/10.11575/ajer.v65i4.56554

Abstract

Within the Canadian context, there is limited understanding of the attitudes and perspectives of pre-service teachers’ preparedness to support students with refugee experiences. Using a trauma-informed and culturally responsive approach to pedagogy, this study documents the perspectives of 33 pre-service teachers on their preparation to teach students with refugee experiences in one teacher education program in Canada. Results demonstrate that although pre-service teachers recognize the needs of refugee students, they noted that they have few opportunities in their courses or practicums that address how to meet these needs. They identified training in trauma-informed practices, parent communication, and recognizing and understanding students with refugee experiences as gaps in their preparation.

Key Words: trauma-informed; pre-service teacher education; teacher education programs; refugee children

Dans le contexte canadien, nous connaissons peu sur les attitudes et les perspectives qu’ont les étudiants se destinant à l’enseignement relatives à leur état de préparation pour appuyer les élèves réfugiés. Reposant sur une approche qui tient compte des traumatismes et des réalités culturelles, cette étude fait état des perspectives de 33 étudiants dans un programme de formation des enseignants au Canada quant à leur état de préparation à enseigner à des élèves réfugiés. Les résultats indiquent que si les étudiants se destinant à l’enseignement reconnaissent les besoins des élèves réfugiés, ils constatent que leurs cours et leurs stages leur offrent peu d’occasions d’apprendre comment répondre à ces besoins. Comme lacunes dans leur préparation, les étudiants ont identifié la formation en pratiques tenant compte des traumatismes, la communication avec les parents, ainsi que la reconnaissance et la compréhension de la réalité des réfugiés.

Mots clés : qui tient compte des traumatismes; formation des enseignants; programmes de formation des enseignants; enfants réfugiés

Author Biography

Thursica Kovinthan Levi, University of Ottawa, Faculty of Education

Thursica Kovinthan Levi is a Doctoral Candidate and Vanier scholar at the University of Ottawa. Her research interests include the interface between gender, education, and conflict, refugee education, and citizenship education. Thursica is an elementary school teacher who works with children with disrupted schooling. She is also lecturer at the University of Toronto’s Ontario Institute for Studies in Education and a former Education Policy Analyst with Global Affairs Canada.

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Published

2019-12-03

How to Cite

Kovinthan Levi, T. (2019). Preparing Pre-service Teachers to Support Children With Refugee Experiences. Alberta Journal of Educational Research, 65(4), 285–304. https://doi.org/10.11575/ajer.v65i4.56554

Issue

Vol. 65 No. 4 (2019): Winter

Section

ARTICLES

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