Refugee teachers: the challenges of managing professional expectations with personal experiences
This case study was collected as part of Teachers in Crisis Contexts (TiCC) Event Series to share compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice. For more case studies, click here.
Few studies consider the relationship between the personal and professional experiences of refugee educators and how tensions between these identities may influence teachers’ work and their well-being. This research looks to build a deeper understanding of how being a teacher influences the experience of being a refugee and conversely, how the experience of being a refugee influences the teacher’s role. Findings from this research suggest a need to rethink the types of support and training provided to refugee teachers in order to ensure success within the classroom.