{"title":"探讨教师对难民背景学生的学校归属感体验的理解和回应","authors":"Farrukh Amina, Melissa M. Barnes, Eisuke Saito","doi":"10.1080/10476210.2023.2291387","DOIUrl":null,"url":null,"abstract":"Despite schools being exposed to students from refugee backgrounds for decades, many schools still struggle to provide adequate academic and social support for them. As a result, this study sought ...","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"17 1","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring teachers’ understanding of and responses to the school belonging experiences of students from refugee backgrounds\",\"authors\":\"Farrukh Amina, Melissa M. Barnes, Eisuke Saito\",\"doi\":\"10.1080/10476210.2023.2291387\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Despite schools being exposed to students from refugee backgrounds for decades, many schools still struggle to provide adequate academic and social support for them. As a result, this study sought ...\",\"PeriodicalId\":46594,\"journal\":{\"name\":\"Teaching Education\",\"volume\":\"17 1\",\"pages\":\"\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-12-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10476210.2023.2291387\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10476210.2023.2291387","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Exploring teachers’ understanding of and responses to the school belonging experiences of students from refugee backgrounds
Despite schools being exposed to students from refugee backgrounds for decades, many schools still struggle to provide adequate academic and social support for them. As a result, this study sought ...
期刊介绍：
Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.
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