scholarly journals Cultural Diversity in Russian School: Results of Research of Elementary School Teachers’ Experience with the Immigrant Children

2019 ◽  
Author(s):  
Chulpan Gromova ◽  
Rezeda Khairutdinova
Keyword(s):  
Elementary School ◽  
Cultural Diversity ◽  
Elementary School Teachers ◽  
Immigrant Children ◽  
School Teachers ◽  
Russian School

scholarly journals “WE TEACH THEM THE WAYS WE CAN…”: educational practices for immigrant children in elementary schools in Russia

2020 ◽  
Vol 27 (3) ◽  
pp. 119
Author(s):  
Chulpan Gromova ◽  
Rezeda Khairutdinova ◽  
Aydar Kalimullin ◽  
Dina Birman
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Elementary School Teachers ◽  
Academic Support ◽  
Immigrant Children ◽  
Educational Process ◽  
Educational Practices ◽  
School Teachers ◽  
Native Languages ◽  
Turkish Language

AbstractThe aim of this research was to identify the educational practices that elementary school teachers use in working with immigrant children for linguistic and academic support purposes. Empirical data were collected through interviews with twenty elementary school teachers. The interviews were analyzed using inductive and deductive content analysis methods. The measures to create a favorable atmosphere in the classroom and the psychological comfort of the child include practices to promote respect for different ethnicities, developing intercultural communication skills. In the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instructional methods when working with immigrant children. The inclusion of parents in the educational process can be used in all directions of the practices of teachers with immigrant children. In the context of Tatarstan, the teaching of Russian as a foreign language is possible through the Tatar language, which belongs to the Turkish language family. The native languages of most immigrants arriving in Tatarstan also belong to the Turkish language family.Keywords: teachers’ educational practices, immigrant children, language support, academic support, promotion of a favorable climate“NÓS OS ENSINAMOS COMO PODEMOS ...” Práticas educacionais para crianças imigrantes em escolas primárias na RússiaResumo: O objetivo da presente pesquisa foi identificar as práticas educativas que os professores do ensino fundamental utilizam no trabalho com crianças imigrantes para fins linguísticos e de apoio acadêmico. Os dados empíricos foram coletados por meio de entrevistas com vinte professores do ensino fundamental. As entrevistas foram analisadas por meio de métodos de análise de conteúdo indutiva e dedutiva.  As medidas para a criação de um clima favorável na sala de aula e o conforto psicológico da criança incluem práticas de promoção do respeito às diferentes etnias, desenvolvendo habilidades de comunicação intercultural. Na ausência de estruturas institucionalizadas, os professores tomam a iniciativa de adaptar seus métodos de ensino e instrução ao trabalhar com crianças imigrantes. A inclusão dos pais no processo educacional pode ser usada em todas as direções das práticas dos professores com crianças imigrantes. No contexto do Tartaristão, o ensino do russo como língua estrangeira é possível por meio da língua tártara, que pertence à família das línguas turcas. As línguas nativas da maioria dos imigrantes que chegam ao Tartaristão também pertencem à família das línguas turcas.Palavras-chave:práticas educacionais de professores, filhos imigrantes, apoio linguístico, apoio acadêmico, promoção de um clima favorável“LES ENSEÑAMOS CÓMO PODEMOS ...” Prácticas educativas para niños inmigrantes en escuelas primarias de RusiaResumenEl objetivo de esta investigación fue identificar las prácticas educativas que utilizan los maestros de primaria en el trabajo con niños inmigrantes con fines de apoyo lingüístico y académico. Los datos empíricos se recopilaron a través de entrevistas con veinte maestros de escuela primaria. Las entrevistas se analizaron utilizando métodos de análisis de contenido inductivos y deductivos. Las medidas para crear un ambiente favorable en el aula y el confort psicológico del niño incluyen prácticas para promover el respeto a las diferentes etnias, desarrollando habilidades de comunicación intercultural. En ausencia de estructuras institucionalizadas, los maestros toman la iniciativa de adaptar sus métodos de enseñanza e instrucción cuando trabajan con niños inmigrantes. La inclusión de los padres en el proceso educativo se puede utilizar en todas las direcciones de las prácticas de los profesores con niños inmigrantes. En el contexto de Tartaristán, la enseñanza del ruso como lengua extranjera es posible a través del idioma tártaro, que pertenece a la familia del idioma turco. Las lenguas nativas de la mayoría de los inmigrantes que llegan a Tartaristán también pertenecen a la familia de las lenguas turcas.Palabras claves: prácticas educativas de los profesores, niños inmigrantes, apoyo lingüístico, apoyo académico, promoción de un clima favorable

scholarly journals Educational Practices for Immigrant Children in Elementary Schools in Russia

2021 ◽  
Vol 11 (7) ◽  
pp. 325
Author(s):  
Chulpan Gromova ◽  
Rezeda Khairutdinova ◽  
Dina Birman ◽  
Aydar Kalimullin
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Psychological Adjustment ◽  
Academic Support ◽  
Immigrant Children ◽  
Educational Process ◽  
Educational Practices ◽  
School Teachers ◽  
Cross Cultural Communication ◽  
The Republic

Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers’ work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child’s psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children’s heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar—the indigenous language spoken in the Republic of Tatarstan.

Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia*

2019 ◽  
Vol 30 (5) ◽  
pp. 495-509
Author(s):  
Chulpan Gromova ◽  
Rezeda Khairutdinova ◽  
Dina Birman ◽  
Aydar Kalimullin
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Exploratory Study ◽  
Immigrant Children ◽  
School Teachers

TINGKAT STRES KERJA DAN STRATEGI KOPING GURU SD DALAM IMPLEMENTASI KURIKULUM 2013

2019 ◽  
Vol 9 (2) ◽  
pp. 155-164
Author(s):  
Nadia Yuli Pertiwi ◽  
Ice Yulia Wardani
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Work Stress ◽  
Coping Strategy ◽  
School Teachers ◽  
Cross Sectional ◽  
Central District ◽  
And Coping ◽  
Moderate Stress

Kualitas guru sangat mempengaruhi pendidikan pada setiap jenjangnya termasuk jenjang sekolah dasar. Profesi guru termasuk salah satu pekerjaan yang memiliki tingkat stres kerja yang tinggi. Salah satu penyebab stres adalah kurikulum pendidikan.Penelitian ini bertujuan untuk mengetahui gambaran tingkat stres kerja dan strategi koping guru sekolah dasar negeri dalam implementasi kurikulum 2013 di Kecamatan Bogor Tengah Kota Bogor. Penelitian ini menggunakan desain penelitian deskriptif kuantitatif sederhana dengan pendekatan cross sectional. Penelitian ini melibatkan 222 guru di sekolah dasar negeri Kecamatan Bogor Tengah yang dipilih menggunakan purposive sampling. Hasil penelitian ini menggambarkan bahwa sebesar (81,5%) guru mengalami stres sedang. Penjabaran dari dimensi stres kerja yaitu dimensi peran kerja individu (ORQ), dimensi beban kerja individu (PSQ), dan dimensi sumber daya yang dimiliki (PRQ) menunjukkan bahwa mayoritas guru mengalami stres sedang pada ketiga kategori tersebut. Adapun jenis strategi koping yang paling sering digunakan adalah problem focused coping (54,6%). Hasil penelitian ini diharapkan agar perawat dapat bekerja sama dengan pihak sekolah dasar negeri untuk memfasilitasi kegiatan yang dapat meminimalkan kejadian stres kerja dengan penggunaan strategi koping yang tepat.   Kata kunci: Guru sekolah dasar negeri, stres kerja, kurikulum 2013, strategi koping   THE LEVEL OF STRESS AND COPING STRATEGY OF ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTATION OF CURRICULUM 2013   ABSTRACT Teachers quality is greatly influence education at the whole level of education including elementary school level. Teachers are one of the jobs with high levels of work stress. One of the causes of work stress is  educational curriculum. This study aims to determine the level of stress and coping strategy of elementary school teachers in implementation of curriculum 2013 in Bogor Central District, Bogor. The design in this research used descriptive quantitative with cross sectional approach. This study involved 222 elementary schools teachers in Bogor Central District selected by purposive sampling. The results of this study illustrate the majority of elementary schools teachers in Bogor Central District (81,5%) experience moderate stress. Each dimension of work stress, occupational role (ORQ), personal strain (PSQ) and personal resources (PRQ) show that the majority of teachers experience moderate stress. The type of coping strategy that is most often used by elementary schools teachers in Bogor Central Districtis is problem focused coping (54,6%). The results of this study recommend nurses to be able for collaboration with school to facilitate activities that could reduce stress and use appropriate coping strategies.   Keywords: Elementary School Teacher, work stress, curriculum 2013, coping strategy

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