Refugee-Teacher-Train-Refugee-Teacher Intervention Research in Malaysia: Promoting Classroom Management and Teacher Self-Care

Colleen R. O’Neal, Nicole M. Gosnell, Wai Sheng Ng, Edward Ong

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)

Abstract

Given the current refugee crisis, the development of sustainable postconflict refugee education systems and supports is essential. The present study reports Resilient Refugee Education (RRE) intervention effects on refugee teacher confidence and knowledge of classroom management, in addition to refugee teacher self-care in Malaysia. We compared effects on (a) peer trainers, who were refugee teachers trained by consultants (n = 38), and (b) peer trainees, who were refugee teachers trained by peer trainers (n = 78). The sample included teachers who were refugees (n = 97; mean age = 30; 78% Burmese) and nonrefugees (n = 19; mean age = 48; 44% Chinese-Malaysian). Significant effects on teacher knowledge, confidence, and self-care were found for both trainers and trainees, including interactions with gender and education. Implications for sustainable promotion of the emotional context in refugee education are discussed.
Original languageEnglish
Pages (from-to)43-69
Number of pages27
JournalJournal of Educational and Psychological Consultation
Volume28
Issue number1
Early online date11 Apr 2017
DOIs
Publication statusPublished - 2 Jan 2018
Externally publishedYes

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