Perceptions and Readiness of Early Childhood Preservice Teachers for Refugee Education

• In Event: Strengthening Teacher Preparation: Retention Strategies, Culturally Responsive Readiness, and Community-Engaged Professional Development

Abstract

This study examines the perceptions and readiness of early childhood pre-service teachers to work with refugee children and families. A survey of 64 participants assessed their understanding of refugees, awareness of refugee needs, and preparedness to implement culturally responsive and trauma-informed practices. Findings reveal generally positive attitudes towards refugees but also highlight potential deficit perspectives and gaps in understanding refugee children's multifaceted needs. Participants were confident in culturally responsive teaching but less equipped to address trauma and utilize community resources. The study underscores the need for teacher education programs to address deficit perspectives, enhance trauma-informed practice training, and increase awareness of community resources. These insights aim to better equip pre-service teachers for supporting refugee children and families, promoting educational equity.

Authors

• Jaehee Kwon, SUNY at Fredonia

• Hae Min Yu, Lewis University

• Sung Eun Jung, University of Arizona