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      "@value" : "Σκοπός της εργασίας ήταν η διερεύνηση των απόψεων των εκπαιδευτικών της Α/θμιας και Β/θμιας εκπαίδευσης σχετικά με την ένταξη μεταναστών/προσφύγων στο ελληνικό σχολείο. Στην έρευνα πήραν μέρος 22 εκπαιδευτικοί Α/θμιας και Β/θμιας εκπαίδευσης, 8 άντρες και 14 γυναίκες με πολυετή προϋπηρεσία στο δημόσιο σχολείο. Για την συλλογή των δεδομένων της έρευνας επιλέχθηκε η ποιοτική έρευνα μέσω του εργαλείου της ημιδομημένης συνέντευξης. Από την έρευνά μας διαφάνηκε ότι η πλειονότητα των εκπαιδευτικών της Α/θμιας και Β/θμιας εκπαίδευσης προσέγγισαν θετικά για την ένταξη των μεταναστών/προσφύγων στην εκπαίδευση, γιατί είναι δικαίωμα τους και έχει θετικές συνέπειες στην κοινωνική και εκπαιδευτική ανάπτυξη όλων των μαθητών. Επιπλέον, θεώρησαν την εκμάθηση της ελληνικής γλώσσας ως βασική μεταβλητή στη μαθησιακή και κοινωνική προσαρμογή των μαθητών με μεταναστευτικό και προσφυγικό υπόβαθρο. Επιπρόσθετα, μερικοί εκπαιδευτικοί είχαν στερεοτυπικές αντιλήψεις και εξέφρασαν ένα λόγο με εθνοκεντρικές διαστάσεις. Οι παραπάνω απόψεις διαμεσολαβούνται από τη μη κατάλληλα οργανωμένη εκπαιδευτική πολιτική (π.χ. ελλιπή επιμόρφωση και υλικοτεχνική υποδομή κ.λπ. )."
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      "@value" : "The aim of the study was to investigate the views of teachers of primary and secondary education on the integration of immigrants/refugees in Greek schools. 22 teachers of primary and secondary education, 8 men and 14 women with many years of experience in public schools took part in the survey. Qualitative research through the semi-structured interview tool was chosen for the collection of the survey data. Our research revealed that the majority of the teachers of primary and secondary education approached the inclusion of immigrants/refugees in education positively, because it is their right and has a positive impact on the social and educational development of all students. Moreover, they considered the learning of the Greek language as a key variable in the educational and social adaptation of students with immigrant and refugee background. In addition, some teachers had stereotypical perceptions and expressed a discourse with ethnocentric characteristics. These views were mediated by poorly organised educational policy (e.g. inadequate training and logistical infrastructure, etc. )."
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