პედაგოგთა წინარწმენისა და მეთოდური კომპეტენციის ფაქტორების გავლენა ლტოლვილი მოსწავლეების სოციალური ინტეგრაციის პერსპექტივებზე

This paper examines the teacher's prejudices and method-based competency factors as the
predictors of refuge students social integration prospects. In the globalized world, where the
distance between the cultures decreases and the different factors affect people to become a part of
the enhanced mechanical movements, the importance of global perspectives and concerns in a
pedagogical science have a special importance. The conceptual conclusions analyzed within the
scope of the study show that the structure of classes has been replaced by the influence of mass
immigration and waves of refugees. It created an intercultural diversity that increased the
challenges. In this process it is important to understand the perspectives of a class culture, in which
the attention should be paid to the study of the acculturation process of immigrants.
In the pedagogical sciences there are lot of questions regarding the issues from which the
research will seek how teacher’s prejudices and method-based competences influence on the
pedagogical practice aimed at facilitating the social integration of refugees. To this end, the
research was carried out by combined methodology based on a triangular approach. With the
qualitative methods, we analyzed the experiences and attitudes of immigrant students; Based on
factorial analysis, we examined the teachers and identified the connection between independent
(prejudices, method-based competences) and dependent (social integration of students) variables.
In accordance with the results obtained, we investigated the best approach based on the multivariation analysis of the existing class climate.
The study has shown that the level of social integration of immigrant students is low due to
lack of cultural dialogue and limited opportunities for self-expression. As for the teachers, the
positive relationship were shown between the teacher’s prejudices and immigrant students low
social integration and between methods (with lack of cultural dialogue and limited expression) and
refugee students scarce social integration prospects. Within the scope of the survey, we developed
a complex model of intervention with a special emphasis on teachers education and trainings and
development of the pupils "behavioral" learning approach. The research is a novelty by considering
the variable interactions, proposals for validity of the authoritative instrument and intervention
model, and it may take into account by the interest groups when developing a long-term policy
plan.