This study explores teachers’ perceptions, challenges and needs in teaching Turkish to Syrian refugee students. Content analysis design was used for this qualitative study to gain insights from interviews with three Turkish teachers. The participants were experienced at working with refugee students. The descriptive interview data was analyzed to identify emerging categories and themes. These themes revolved around teachers’ perceptions and challenges when teaching to refugee students. In addition, the study used an analytical framework to discern the teaching dispositions of the participants. These findings were further investigated with a meta-ethnographic review of selected literature. The result of the study gave insights into the teachers’ passions and motivations. The findings identified attributes of the teachers that helped them to overcome challenges related to language, misbehaviors, material and policy. Based on recommendations of the participants, the study provides suggestions for professional development for educators who work with refugees. As the refugee situation in Turkey continues to grow, the findings of the study will be helpful in preparing more teachers to work with displaced students.

Includes bibliographical references (leaves 81-87).

Cataloged from PDF version of article.

by Mustafa Savaşkan