Perceptions and readiness of early childhood pre-service teachers for refugee education.
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| Title: | Perceptions and readiness of early childhood pre-service teachers for refugee education. |
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| Authors: | Kwon, Jaehee1 (AUTHOR) Jaehee.Kwon@fredonia.edu, Yu, Hae Min2 (AUTHOR), Jung, Sung Eun3 (AUTHOR) |
| Source: | Journal of Early Childhood Teacher Education. Jan-Mar2026, Vol. 47 Issue 1, p207-229. 23p. |
| Subject Terms: | *Teacher education, *Refugee children, *Trauma-informed practice, *Culturally relevant education, *Early childhood education, *Community life, *Educational equalization, *Inclusive education |
| Abstract: | This study explores pre-service early childhood teachers' perceptions and readiness to support refugee children and their families. A survey of 64 participants from university teacher preparation programs assessed their understanding of refugee needs and preparedness for culturally responsive and trauma-informed practices. While participants expressed positive attitudes, notable gaps persisted in their understanding of refugee children's complex needs, and some exhibited deficit views, seeing refugees primarily through a lens of vulnerability. Although participants felt confident in applying culturally responsive teaching strategies, they reported feeling underprepared to address trauma-related issues and effectively engage with available community resources. These findings highlight the importance of addressing deficit perspectives in pre-service teacher education and underscore the need for more comprehensive training in trauma-informed practices. Additionally, the study points to the necessity of fostering a stronger focus on community resources, enabling future educators to better support refugee children and families. By identifying these gaps, this study offers valuable insights for enhancing teacher preparation programs, ensuring pre-service teachers are better equipped to promote educational equity and inclusive practices in early childhood education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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