Empowering school administrators for refugee education in Türkiye: insights from multiple stakeholders on a training programme

Basit Öğe Kaydı
dc.authorid0000-0003-0973-0600en_US
dc.contributor.authorGümüş, Emine
dc.contributor.authorBüyükgöze, Hilal
dc.date.accessioned2024-07-12T20:39:46Z
dc.date.available2024-07-12T20:39:46Z
dc.date.issued2023en_US
dc.departmentFakülteler, Eğitim Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümüen_US
dc.description.abstractFollowing the Syrian Civil War in 2011, more than 5.5 million people have fled Syria. As a neighbouring country, Türkiye has hosted nearly four million Syrian refugees, with children under 15 years old making up almost half of this population. Concomitantly, ensuring that these refugee students receive quality education and schooling has become both a priority and a challenge since then. The government in Türkiye has implemented a variety of education policies and accompanying regulations in response. Among other initiatives, an inclusive education programme for school principals was developed in cooperation with UNICEFTürkiye, specifically tailored for the vulnerable, disabled, and refugee-background students, aiming to raise awareness and provide inclusive learning environments for all. In this study, we provide information about how this in-service training programme, rooted in principles of inclusion and integration, was designed and investigate the constraints and offerings of the programme from the perspectives of 24 participants including school administrators and programme designers. The findings of this study provide insight into the practices that promote inclusive leadership in school settings, taking into account contextual factors and realities. The limitations of the research are presented, and implications are discussed herein.en_US
dc.identifier.citationGümüş, E. and Büyükgöze, H. (2023). Empowering school administrators for refugee education in Türkiye: insights from multiple stakeholders on a training programme. International Journal of Inclusive Education, p.1-22.en_US
dc.identifier.doi10.1080/13603116.2023.2265947
dc.identifier.endpage22en_US
dc.identifier.scopus2-s2.0-85173765706en_US
dc.identifier.startpage1en_US
dc.identifier.urihttps://doi.prg/10.1080/13603116.2023.2265947
dc.identifier.urihttps://hdl.handle.net/20.500.12415/1197
dc.identifier.wosWOS:001080084000001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorGümüş, Emine
dc.language.isoenen_US
dc.publisherInternational Journal of Inclusive Educationen_US
dc.relation.ispartofInternational Journal of Inclusive Educationen_US
dc.relation.publicationcategoryUluslararası Hakemli Dergide Makale - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKY01650
dc.subjectRefugee educationen_US
dc.subjectEducational leadership programmeen_US
dc.subjectIn-service trainingen_US
dc.subjectLeadership for social justiceen_US
dc.subjectTürkiyeen_US
dc.titleEmpowering school administrators for refugee education in Türkiye: insights from multiple stakeholders on a training programmeen_US
dc.typeArticle
dspace.entity.typePublication

Dosyalar

Koleksiyon

Eğitim Fakültesi Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
WoS İndeksli Yayınlar Koleksiyonu