ABSTRACT

Schools play a key role in the lives of young refugees and asylum seekers, yet it is unclear to what extent educators are prepared to effectively teach this population. In this study, we examined how educators acquire knowledge relevant to teaching refugee pupils through a survey (n = 295) and nestled case studies of 17 teachers at two schools in England. Educators reported learning mainly through experience—both personal and professional—and they emphasised informal, ad hoc support from colleagues over formal training courses. English as an Additional Language leaders at the two case study schools were particularly relied upon to pass on relevant knowledge they had acquired across their careers. These findings have implications for school staffing and professional development in English schools, as well as contributing to broader discussions about the decentralisation of some education systems and the efficacy of different types of professional development for educators.

摘要

学校在年轻难民和寻求庇护者的生活中发挥着关键作用，但目前尚不清楚教育工作者准备在多大程度上有效地教授这一群体。在这项研究中，我们通过一项调查（n = 295）和对英格兰两所学校 17 名教师的案例研究，研究了教育工作者如何获得与教授难民学生相关的知识。教育工作者报告学习主要是通过个人和专业经验进行的，他们强调同事对正式培训课程的非正式、临时支持。两所案例研究学校的英语作为附加语言的领导者特别依赖于传授他们在职业生涯中获得的相关知识。这些发现对英语学校的学校人员配备和专业发展有影响，