10 SES 13 E, Emotion in Teacher Education –From Theory to Practice
The Power of Emotions: A Qualitative Exploration of Teachers’ Emotions in Syrian Refugee Schools in Turkey Ministry of National Education As February 2017, 2.9 (of whom 45% were children under 18 age) million Syrian Refugees migrated to Turkey (OEDC, 2017; pp 238). Turkish public schools where Syrians located, so-called “Syrian Schools”, work in shifts by implementing the Turkish National Curriculum with mixed classes in the morning and TECs- which hire Syrian workforce and serve only Syrian students of different ages provide an adapted Syrian curriculum in Arabic including a 15-hour Turkish language by Turkish teachers. Teachers' emotional connections to students under these chaotic situations are of highly importance in this special humanitarian and educational conditions (Hargreaves, 2004; Mazer at al., 2014; Sullivan and Simonson, 2016). The above reality brings to the fore the need of exploring Turkish teachers emotions while dealing with Syrian refugees students. More specifically, this research present the emotional condition of Turkish teachers who are working in "Syrian Schools" in Ankara when they are faced with new responsibilities of refugee's education. Qualitative data elicited from semi-structured interviews with the studied teachers underwent qualitative content-analysis (Patton, 2002) and revealed the following main themes/findings. Their trauma about newcomers in their schools: “I felt awful and incredibly frustrated when I came in my class on the first day at school.” and “I was very disheartened because it seemed as if I went to Syria; Syria in my class, after leaving the class I was in Turkey again”. Thus, teachers facing a brand new experience in their profession and totally changing of circumstances effect their feelings, performance and professional capital. Participants mostly say that they were shocked and disappointed. Some of them felt disparity and depressed. Yet, they manage to overcome these challenging conditions with the direction of compassion and empathy towards refugee children and their parents because of their cultural/traditional mind-sets and religious beliefs, collegiality, professionalism, humanistic approach in their personality. Understanding teacher's emotions and expressions while channelling and managing them towards inclusion and empathy contributes to our multicultural class total education treatment. Further conclusions and implication to other European countries dealing with refugee educational integration processes and practices are fully discussed. Key Words : teacher, school, emotion, emotional management, refugee education
Hargreaves, A. (2005). The emotions of teaching and educational change. In extending educational change (pp. 278-295). Springer, Dordrecht. Mazer, J. P., McKenna-Buchanan, T. P., Quinlan, M. M., &Titsworth, S. (2014). The dark side of emotion in the classroom: Emotional processes as mediators of teacher communication behaviours and student negative emotions. Communication Education, 63(3), 149-168. OECD (2017), International migration outlook 2017, OECD Publishing, Paris The 41st edition Patton, M. Q. (2005). Qualitative research. John Wiley & Sons, Ltd. Sullivan, A. L., & Simonson, G. R. (2016). A systematic review of school-based social-emotional interventions for refugee and war-traumatized youth. Review of Educational Research, 86(2), 503-530.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.