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E-mentoring-based action research on the challenges experienced by preschool teachers with refugee children in the classroom
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DOI：10.1016/j.tate.2026.105502.png)
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Abstract
En 中文
Due to the high number of incoming refugees, T & uuml;rkiye has implemented policies to support the education of refugee children in public schools. However, preschool teachers often face multifaceted challenges, including language barriers, cultural differences, lack of pedagogical support, limited parental cooperation, and administrative constraints. This participatory action research study examines how an e-mentoring program supports preschool teachers' professional practices when working with refugee children. The study first identified teachers' needs, informing the development of an action plan. This plan was implemented via an e-mentoring platform and evaluated through both quantitative and qualitative methods. The findings suggest that challenges experienced by teachers extend beyond classroom management and include broader systemic issues. Following the program, significant improvements were observed in teachers' self-efficacy beliefs, sensitivity to cultural values, subjective career success, and access to career resources. These results underscore the value of e-mentoring as a professional support mechanism in diverse educational contexts.
Keywords:
E-mentoring
Preschool teachers
Refugee children
Action research
Cultural sensitivity
Career success
Career resources
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