The Syrian civil war affected Turkey so much that approximately three and a half million Syrians live in Turkey. Ministry of Education implemented an inclusive approach to schooling of Syrian asylum-seekers’ children by educating them in public schools with their Turkish peers in the same classrooms in 2016 in order to address their educational needs, integration into the Turkish culture, and to prevent generation gap. Education, as a basic human right and as a way of integration into the Turkish society, is provided for free at all levels of education in Turkey. The inclusion of Syrian students in the Turkish school environment is quite a new experience for Turkish teachers and if the inclusion process is not managed properly, it may have negative effects on both students and their teachers. The purpose of this phenomenological study was to explore the experiences of teachers teaching Syrian students in the city of Kilis, where the number of asylum-seekers outnumbered the local population and almost one-fifth of the students in public schools are Syrians. The guiding question of this research was “What are the lived experiences of primary and middle school teachers educating Syrian children in culturally inclusive classrooms?” Five teachers from four different primary and middle schools were interviewed. The six open-ended interview questions allowed the participants to reflect on their experiences. The data were collected during the spring semester of 2017. The interviews were analyzed according to thematic methods. Three themes emerged: language barrier, lack of family support, and teachers’ lack of pedagogical skills to teach asylum-seeker students.
Amaç, Z., &Yaşar, M. R. (2017, October). Temporary education centers for Syrian asylum-seekers: Opportunities and challenges. Paper presented at the International Symposium on the Middle East. Kilis, Turkey.
Aydın, H., &Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: A qualitative case study. Intercultural Education, 28(5), 456–473. doi: 10.1080/14675986.2017.1336373.
Bhattacharya, K. (2017). Fundamentals of qualitative research: A practical guide. New York, NY: Routledge.
Bryman, A. (2012). Social research methods (4th ed.). New York, NY: Oxford University Press.
Ciğerci, F. M., &Güngör, F. (2016). The problems encountered by the foreign primary school students from the perspective of classroom teachers. Journal of Education and Future, 10, 137–164.
Dooley, K. (2009). Rethinking pedagogy for middle school students with little, no or severely interrupted schooling. English Teaching Practice and Critique. 8(1), 5–22.
Dryden-Peterson, S. (2015). Refugee education in countries of first asylum: Breaking open the black box of pre-resettlement experiences. Theory and Research in Education, 14(2), 1–18.
Er, A. R., &Bayındır, N. (2015). Pedagogical approaches of elementary teachers for primary refugee children. International Journal of Social and Educational Sciences, 2(4), 175–185.
Erdem, C. (2017). Sınıfında mülteci öğrenci bulunan sınıf öğretmenlerinin yaşadıkları öğretimsel sorunlar ve çözüme dair önerileri. Medeniyet Eğitim Araştırmaları Dergisi, 1(1), 26–42.
Glaser, B. G. (1998). Doing grounded theory: Issues and discussions. Mill Valley, CA: Sociology Press.
İmamoğlu, H. V., &Çalışkan, E. (2017). Yabancı uyruklu öğrencilerin devlet okullarında ilkokul eğitimine dair öğretmen görüşleri: Sinop ili örneği. Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(2), 529–546.
Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35(2), 202–218. doi:10.1177/0013124502239392.
Kanu, Y. (2008). Educational Needs and Barriers for African Refugee Students in Manitoba. Canadian Journal of Education. 31 (4), 915–940.
Koyama, J., &Bakuza, F. R. (2017). A timely opportunity for change: Increasing refugee parental involvement in U.S. schools. Journal of Educational Change, 18(3), 311–335. doi: 10.1007/s10833-017-9299-7.
Merriam, S. B. &Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: SAGE.
Nofal, M. (2017). For our children: A research study on Syrian refugees’ schooling experiences in Ottawa. Master’s Thesis. University of Ottawa, Faculty of Graduate and Postdoctoral Studies. Ottawa, ON: Canada.
Rah, Y., Choi, S., &Nguyen, T. S. T. (2009). Building bridges between refugee parents and schools. International Journal of Leadership in Education, 12(4), 347–365.
Sarıtaş, E., Şahin, Ü., &Çatalbaş, G. (2016). İlkokullarda yabancı uyruklu öğrencilerle karşılaşılan sorunlar. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(1), 208–229.
Tamer, M. G. (2017). Geçici koruma kapsamındaki Suriyeli çocukların Trabzon devlet okullarındaki durumu. Göç Dergisi, 4(1), 119–152.
Tang, S. (2012). Family educational involvement and social capital: Potential pathways to educational success for students of immigrant families. Boston College, Chestnut Hill, MA.
Taşkaya, S. M., &Ersoy, G. (2016). Suriyeli sığınmacılara Türkçe öğretiminde sınıf öğretmenlerinin uygulamaları. Çukurova Araştırmaları Dergisi, 2(1), 130–138.
Tösten, R., Toprak, M., &Kayan, M. S. (2017). An investigation of forcibly migrated Syrian refugee students at Turkish public schools. Universal Journal of Educational Research, 5(7), 1149–1160.
Ule, M., Živoder, A., &du Bois-Reymond, M. (2015). ‘Simply the best for my children’: Patterns of parental involvement in education. International Journal of Qualitative Studies in Education, 28, 329–348.