Teaching in Emergency Contexts: Analysis of the Support Protocols for Ukrainian Refugee Students in Italy

Laura Sara Agrati

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Chapter 12 Teaching in Emergency Contexts

Analysis of the Support Protocols for Ukrainian Refugee Students in Italy

于Inclusive Educational Ethics, Facing the Facts

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Laura Sara Agrati

Laura Sara Agrati
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类型:: 章节

Page Range:: 199–213

DOI:: https://doi.org/10.1163/9789004705968_013

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Abstract

The study focuses on teaching in emergency context and describe the three-level document analysis conducted on two support protocols for Ukrainian refugee students in Italy (recommendations and teaching materials). The analysis highlighted similarities related the context level (psychological and linguistic support for learners; networks for teachers and schools) and specificities at the teaching level (curricular and educational support for teachers). The study findings have implications with the teachers’ ‘educational-relational’ and ‘disciplinary’ skills and the systemic approach to dealing with emergencies. They offer reflection on the actual function of the teacher in hyper-complex context and the opportunity to prepare teachers through adequate initial and in-service training.

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Inclusive Educational Ethics, Facing the Facts

丛编： ISATT Conference Series, 卷： 2

ISBN:: 9789004705968

出版社:: Brill

印刷出版日期:: 27 Aug 2024

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- Education
  - Inclusive Education

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Chapter 12 Teaching in Emergency Contexts

Analysis of the Support Protocols for Ukrainian Refugee Students in Italy

Abstract

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Inclusive Educational Ethics, Facing the Facts

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