Pre-School Teachers' Views Regarding Democracy Education (original) (raw)
Related papers
2009
In this research, the evaluation of approaches and implementations of democratic attitudes and behaviors in schools has been aimed. To achieve this purpose, the pre-service teachers’, who has gone to primary and high school for teaching practice in Canakkale (Turkey) in 2005-2006, observation reports have been used. Schools are the laboratories where the democracy culture and conscious are composed. In democratic systems, schools are the important organizations for teaching democracy. Democracy education should be taught as theoretical and practical. Democracy is a life philosophy. So, the knowledge of democratic values and attitudes is not enough, it has to be transferred to life. Education has importance on democracy than training. The approaches and implementations that related with democratic attitudes and behaviors can be differentiated in many times. When democratic values are accepted in generally, there is been up against lacks of implementations. This study’s importance is ...
Investigation of Democracy Education in Turkish Primary Schools
Anatolian Journal of Education, 2021
The purpose of this study is to identify teacher opinions about democracy education at primary schools in Turkey. The research is designed as a single case study. The study group was selected with an purposive cum convenience sampling method and consists of 15 teachers working at a primary school in Ankara, Turkey. The data were gathered with a semi-structured interview form that is developed by researchers. The data were coded by different coders and analyzed with the descriptive analysis method. Findings show that teachers don't get any formation on teaching democracy both during their university years and through in-service training during their professional life. The teachers also share the opinion that the activities in the curricula and books are not enough. Democracy education should be given with concrete activities that are also suitable for the students' level. The teachers state that they do democracy education activities in their lessons. It is concluded from the research that democracy education activities should have more place in the curricula and thereupon course books, teacher candidates and the teachers should get more and applied courses and training, also teachers should give more place to structured and expedient democracy education activities in their lessons.
The purpose of this study is to identify teacher opinions about democracy education at primary schools in Turkey. The research is designed as a single case study. The study group was selected with an purposive cum convenience sampling method and consists of 15 teachers working at a primary school in Ankara, Turkey. The data were gathered with a semi-structured interview form that is developed by researchers. The data were coded by different coders and analyzed with the descriptive analysis method. Findings show that teachers don't get any formation on teaching democracy both during their university years and through in-service training during their professional life. The teachers also share the opinion that the activities in the curricula and books are not enough. Democracy education should be given with concrete activities that are also suitable for the students' level. The teachers state that they do democracy education activities in their lessons. It is concluded from the research that democracy education activities should have more place in the curricula and thereupon course books, teacher candidates and the teachers should get more and applied courses and training, also teachers should give more place to structured and expedient democracy education activities in their lessons.
Perceptions of Democracy of Primary School Students
Educational Sciences: Theory & Practice, 2014
The aim of this study is to identify the perceptions of democracy of primary school students, identify the factors that affect these, and compare the results with those obtained from other countries. The research was carried out during the 2011-2012 school year with 1,667 students from the 6th, 7th, and 8th grades who were chosen from 26 cities in Turkey using the stratified sampling model. The Democracy Perception Scale was used as a data collection tool. According to the findings of the study, the democratic perceptions of primary school students differ according to their sex, what grade they are in, the education and income status of their parents, and where they live. The differences were found to be within the average of the scores of Turkey and the other 28 countries' scores where the study was conducted. It was concluded that the average score for the positive items of students who lived in Turkey was low whereas the perception of democracy scores for students in Turkey was high compared to the scores of students from the 28 other countries.
Journal of History Culture and Art Research
In this study, it is aimed to reveal the perceptions of 4th grade prospective teachers studying in Kastamonu University with respect to the concept of democracy through metaphors. By giving emphasis on common objectives in line with the metaphors students produced, the inferences were made about what they understand from the democracy and direction of their perceptions. In accordance with the nature of the research, qualitative research design "phenomenological pattern" was used. The study group includes a total of 297 prospective teachers who voluntarily participate the study, including 76 men and 221 women girls studying in the fourth class in Kastamonu University Faculty of Education in the 2016-2017 academic year. A survey form, consisted of 1 open-ended question, was used as data collection tool to set students' perceptions. The participants were asked to fulfil the "Democracy is like …… because ….." expressions featured in the survey form. Data were analyzed with content analysis technique. The data were analyzed by descriptive analysis. In the study, prospective teachers developed 149 different metaphors about the concept of democracy. According to the results obtained in this study, prospective teachers focused on most freedom sun, seesaw, water, balance, tree, equality, bird, life, justice, father, rainbow, sky, shield, breath, train and conscience metaphors. Teacher candidates see the concept of democracy with metaphors that they develop as a factor changing from the point of view. In the study, it was determined that the perception of democracy changed according to gender. In addition, it is seen that prospective teachers perceive democracy as different from each other according to their branches.
Examining pre-service teachers’ beliefs on democracy and democratic education
Procedia - Social and Behavioral Sciences, 2010
In this study, the initial aim is to identify prospective teachers' beliefs on 'what democracy is' as a phenomenon they experience in Turkish society. Secondly, it is aimed to define how these pre-service teachers describe the features of democratic education at a school environment. To this end, the participants declared written data on their beliefs concerning the definition of democracy and the description of democratic education at schools. According to the findings, the future teachers identify that there exists 'the problem of democracy' in Turkey, and democratic schooling requires the participation of both students and teachers in the decision-making process, which has not yet to be substantiated in schools.
Democratic Education in Kindergartens as Perceived by Teachers in Public and Private Schools
International Journal of Psycho-Educational Sciences, 2017
The purpose of this study was to find out the differences in preschool teachers' views regarding democratic education in public and private kindergartens. The population of this study consists of kindergarten's teachers in public and private preschools in Menofya Governorate , Egypt. In the selection of sampling, the numbers of public and private preschools, and preschool teachers(all were females) .200 preschool teachers (100 teachers from public schools and 100 from private schools)were surveyed. All the teachers hold state teaching certificates; that is they were specialized in preschool education. Scale for Democratic Behaviour in kindergarten's Classroom developed in particular for this study. showed that there were no differences in preschool teachers' views regarding democratic education in public and private kindergartens.
Democracy and Early Childhood Education
1st International Conference on Educational Sciences, 2017
Democracy conveys justice, equality, and inclusivity. Understanding democracy involves a long process of learning about egalitarian values and rights. Young children are the future subjects of democracy and potential agents of egalitarian society. Thus, the values of democracy should be introduced as early as possible to build a comprehensive understanding of justice and equality in future generations. Democracy in early childhood education (ECE) has drawn western scholars attention in the past view years. In Indonesian context, research about democracy in ECE is very limited due to exclusive assumption that democracy is an adult subject. This article analyses existing literature about democracy in early childhood education. It investigates the theoretical framework and methodology used in the related research to develop insights to start researching democracy in Indonesian early childhood education.
Research Article, 2020
The purpose of this research study is to comprehend secondary school students' and teachers' sentiments concerning democracy in the state of Jammu & Kashmir (J&K). The key intention was to explore how school education plays a major role in infusing the ideas and values of democracy among students and teachers of J&K. To scrutinize the understanding of this concept, an exploratory study has been conducted. A total of 512 students and 84 teachers from 10 schools in 5 different districts of J&K have been selected as samples by using purposive/ convenience sampling method. The researcher applied a self-developed questionnaire with semi-structured interviews, focused group discussions and classroom observation as a part of the required field work. The findings of the study indicate that conceptualization of the term 'democracy' amongst students is most commonly associated with some facets of liberal democracy through a general focus on elections and voting, majority rule and individual civil liberties. An aspect of consciously idealistic conception of democracy has been also found. Democracy is understood as a utopia that maintains equality, liberty, unity, and the constitutional rights. Overall, democracy, in reasonable terms, appears more common than what we might have initially presumed. Moreover, although the evidence is mixed, it appears that interpretations are more prevalent based on ideas of freedom and liberty. One central implication of the study will be fruitful to present curriculum and pedagogical practices to develop democratic classroom processes which can help to heal conflict hit society and instill hope for better future.
The purpose of this research is to determine the teacher opinions on whether the concepts preparing the students to the democratic life in the first grade social studies course theme “My School Excitement” are convenient for the level of the students. In the present study, the phenomenon science model, which is one of the qualitative research models, is used. Criterion sampling, one of the purposive sampling methods, is applied. The study group consists of 13 primary school first grade teachers who are teaching at 4 primary schools in Hendek district of Sakarya province in 2010-2011 Education period. For the interviews, semi-structured interview form, which is prepared by the researcher, is used. Content analysis is employed in the analysis of the data. According to the research results, all the teachers, who have participated the research, do not find “ballot and club” concepts appropriate for the first grade level. “selection/election, and vote” concepts are not found appropriate for the first grade level by almost all of the teachers who have taken part in the research. Teachers who find the related concepts appropriate for the first grade level state that they find the concepts appropriate in terms of experience, awareness, readiness and development. Teachers who do not find the related concepts appropriate for the first grade level gave reasons such as; the concepts are abstract, students’ readiness levels are not appropriate, they act individually and the concepts are not included in their lives. For these concepts while some of the teachers suggest that it would be appropriate for the second term of first grade, the majority of the teachers suggest that it would be appropriate to teach these concepts in the second, third or fourth years. Educational Sciences: Theory & Practice - 13(4) • 2429-2433 ©2013 Educational Consultancy and Research Center