Staying Between Borders: Experiences of Teachers Working With Preschool‐Age Refugee Children

Abstract

This study aims to examine the experiences and challenges faced by preschool teachers in Turkey while working with refugee children. Adopting a phenomenological design as part of qualitative methodology, the study draws on inductive analysis to interpret data from focus group interviews with three teachers who work with refugee children. The findings reveal that teachers experience a sense of inadequacy due to language barriers and cultural differences, which complicate classroom management. Furthermore, the disconnect between the educational programme and practical realities, difficulties in implementation, lack of administrative support, unsuitable physical environments, insufficient materials and hygiene issues negatively impact the teaching and learning process. In conclusion, it is recommended that educational programmes be revised to address language and cultural adaptation, that improvements be made to physical environmental conditions, that administrative support be strengthened and that teacher training processes be adapted to meet the needs of refugee children.