Özet:

This phenomenological study aims to gain a better understanding of experiences of preschool teachers who directly work with refugee children. Criterion and maximum diversity sampling methods were used in a multi-stage successive selection process of participants. A semi-structured interview form was used to collect data from teachers. Researchers conducted individual interviews with 17 preschool teachers working with refugee children in a major metropolitan city in Southeastern Turkey. Interviews were conducted through telephone conversations. Data were analyzed by content analysis method. Findings were organized into four major themes: adaptation, communication, educational situation, problem areas in refugee education and needs. Teachers expressed feelings of insufficiency related to the adaptation process, and communication difficulties with refugee children and their families. Furthermore, teachers stated that adaptation difficulties and communication problems had detrimental effects on the education of refugee children. Suggestions were presented on matters such internship practices, undergraduate course contents, material preparation processes, needs analysis at schools, and longitudinal studies in terms of further research by taking multiculturalism into account.

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