Teachers’ experiences with immigrant children in Czech elementary schools

Alicja Leix and Klára Záleská

Abstract

The paper deals with Czech teachers’ experiences of teaching immigrant children in Czech schools at the primary and lower secondary level. Upon introducing the theoretical context the paper presents the results of empirical research based on semi-structured interviews with teachers. The survey demonstrates teachers’ attitudes to the current state of integration of immigrant children and the extent to which they are prepared for teaching this group of children. Teachers have a wide variety of opinion on different measures for improving the education of immigrants. Their attitudes towards immigrant children are largely influenced by the amount of previous experience with teaching immigrant children. An individualized teacher approach to immigrants plays an essential role in the successful integration of immigrant children in schools, as do the quality of interaction with immigrant parents, the similarity of the immigrant family culture to Czech culture and the range of measures designed to improve integration.

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Postdisciplinary international journal for humanities and social sciences is published in English by the Slovak Academy of Sciences, Slovakia. The underlying editorial strategy is to advance human self-understanding and communication via publishing innovative theoretical, interpretative, critical and historical contributions transcending traditional disciplinary and cultural frontiers.

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