Investigating the Phenomenon of School Integration: The Experiences of Pre-Service Teachers Working with Newcomer Youth

Abstract

Newcomer youth arriving in Canada face academic, cultural, and language barriers as they navigate the school system (Rossiter & Rossiter, 2009). Students have identified teachers as their main source of support throughout the process of school integration (Gallucci, 2016). However, research has demonstrated that teachers feel unprepared to meet the unique needs of newcomer students (Gándara, Maxwell-Jolly, & Driscoll, 2005). The current study explores the phenomenon of school integration, from the perspectives of pre-service teachers. Employing a descriptive phenomenological methodology, interviews were conducted with ten pre-service teachers. The research question addressed was: How do pre-service teachers perceive and describe their experiences of working with newcomers who are integrating into high school in Canada? Data analysis revealed five general structures, (a) understanding culture and background, (b) supporting language transition, (c) adapting/modifying teaching style, (d) teacher preparation, and (e) roles additional to teaching. Implications for teachers and service providers are presented, and directions for future research are explored.