ABSTRACT
Given the relevance and importance of formal education to the successful transition and resettlement of refugee youth, there is a remarkably thin research base on teacher preparation and pedagogy with refugee students in destination countries. In fact, the widespread lack of regular and legitimized training on the teaching and care of refugee youth in most destination countries’ teacher preparation or professional development programs, suggests that there is a genuine refugee crisis at hand in receiving country’s national education systems. This research investigates this crisis using international education data on teachers, refugee and asylum-seeking youth, and characteristics of formal education, teaching, and learning in destination countries that are member states in the Organization for Economic Cooperation and Development (OECD). The question this research asks is: How does teacher training and professional development in OECD countries’ national education systems prepare them to meet both the academic and non-academic needs of refugee and asylum-seeking youth?
