Investigating the Phenomenon of School Integration: The Experiences of Pre-Service Teachers Working with Newcomer Youth

Abstract

Abstract: Newcomer youth (i.e., immigrant and refugees) in Canada face barriers as they navigate school integration. While teachers have been identified as a source of support in this process, there is little formal education to train teachers on proving integration support to newcomer youth in the school system. The purpose of the following study was to investigate pre-service teachers experiences and perspectives regarding involvement and the provision of support for newcomer youth in the school systems. Employing a descriptive phenomenological methodology, and utilizing a school integration framework, semi-structured interviews were conducted with 10 pre-service teachers. Analysis revealed five general structures, (a) understanding culture/background, (b) supporting language transition, (c)adapting/modifying teaching style, (d) teacherpreparation, and (e) roles additional to teaching.Implications for teachers and service providers thatidentified student characteristics, environmental andteaching considerations and gaps in current teachertraining as important factors that contribute to pre-service teachers experiences supporting schoolintegration for newcomer youth.