Child-up: Survey for Teachers 2019

The survey charted the experiences of teachers in basic and pre-school education regarding cultural pluralism and supporting pupils/students with diverse backgrounds. The data were collected as part of the Child-up research project, which aims to enhance understanding on the experiences of migrant children, young people, and their guardians regarding school, pre-school, and educational communities, as well as the experiences of the professionals working with them. Data were collected in Finland, Belgium, Germany, Sweden, Italy, Poland, and Great Britain. The research project was funded by the European Union's Horizon 2020 research and innovation funding programme. First, the teachers were asked how many pupils/students they had in their class who had an immigrant or refugee background or other special needs, as well as whether they had belonged to similar groups themselves as children. The support provided to pupils in these groups in the teacher's current school was examined. The respondents were also asked how they used linguistic resources in teaching (e.g. whether they used multiple languages in their class or encouraged the pupils to use their native language during breaks). The next questions focused on the respondents' experiences of teacher-parent communication. The respondents were asked about the main communication channel they used with parents as well as how satisfied they were with teacher-parent communication in general. The main reasons for barriers and challenges in teacher-parent communication (e.g. lack of common language, lack of parental interest) were also surveyed. The teachers were asked whether they had encountered various situations, such as pupils facing unfamiliar situations and surroundings or having difficulties in expressing their opinions, in their class during the last school year, as well as how they had discovered these situations and with whom they had collaborated to cope with the situations (e.g. school management, parents). Teacher-pupil relationships and social relationships between classmates and teachers were also examined. The professional expertise available to the respondents to support them in their work, such as psychologists, social workers, and interpreters/language mediators, was surveyed. The teachers were asked how well they thought they could, for example, cope with the challenges of a classroom, adapt to the cultural diversity of pupils/students, and reduce ethnic stereotyping amongst students. The respondents' teaching activities were also examined. Questions included, for example, whether the respondents supported the children's initiatives and allowed them to question their thoughts or decisions. Finally, the respondents' satisfaction with various aspects related to their work was charted, and their opinions were surveyed on several statements relating to e.g. cultural pluralism. Background variables included the respondent's gender, work experience, education background, variety of language use at work, and the ISCED level of their current school/workplace.

本调查描绘了基础教育及学前教育阶段教师关于文化多元主义以及支持具有多元背景的学童/学生的经历。数据收集作为儿童至上研究项目的一部分，该项目旨在深化对移民儿童、青少年及其监护人在学校、学前教育及教育社区中的经历，以及与其合作的专业人士的经历的理解。数据收集地点包括芬兰、比利时、德国、瑞典、意大利、波兰和英国。该研究项目由欧盟的“地平线2020”研究与创新能力资助计划提供资金。首先，调查了教师班级中具有移民或难民背景或其他特殊需要的学童/学生数量，以及他们自己是否在孩提时代属于此类群体。同时，考察了教师当前学校对这些群体学生提供的支持。受访者还被询问他们在教学中如何运用语言资源（例如，是否在课堂上使用多种语言或鼓励学生在课间休息时使用母语）。接下来的问题集中在受访者与家长沟通的经验上。受访者被询问他们与家长沟通的主要渠道以及他们对教师与家长沟通的整体满意度。此外，还对教师与家长沟通中存在的障碍和挑战的主要原因（例如，缺乏共同语言、家长缺乏兴趣）进行了调查。教师还被询问在过去一年中，他们的课堂上是否遇到诸如学童面临不熟悉的情境和周围环境或表达意见有困难等不同情况，以及他们是如何发现这些情况以及与哪些人合作应对这些情况的（例如，学校管理层、家长）。此外，还考察了师生关系以及同学之间与教师之间的社会关系。调查了受访者可获得的、支持他们工作的专业能力，例如心理学家、社会工作者和口译员/语言调解员。教师还被询问他们认为自己在应对课堂挑战、适应学生/学童的文化多样性以及减少学生中的种族刻板印象方面做得如何。受访者的教学活动也受到了审查。问题包括，例如，受访者是否支持儿童的倡议，是否允许他们质疑自己的思想或决策。最后，调查了受访者对与工作相关各方面满意度的评价，并对与例如文化多元主义相关的几个陈述发表了意见。背景变量包括受访者的性别、工作经验、教育背景、工作中语言使用的多样性以及他们当前学校/工作场所的ISCED等级。