Analyzing The Awareness Of Pre-Service Teachers' Towards Democracy Inclusion In Education (original) (raw)
Related papers
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.
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 ...
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.
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.
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.
Pre-School Teachers’ Views Regarding Democracy Education
This study aims to determine pre-school teachers' views regarding notion of democracy in classroom. In line with this general objective, how teachers define democracy as notion, their views regarding democracy education in classrooms, studies they have conducted concerning democracy education inside and outside the classrooms and their views regarding functions of those studies in acquisition of democratic attitude and behaviours are aimed to be put forward. Research group consists of 10 teachers -determined by criteria sampling method-working in nursery schools and classes of 3-6 age groups in Kahramanmaraş province in 2011-2012 Academic Year.
Determining the Views of Pre-service Teachers on the Characteristics of Democratic Schools
Croatian Journal of Education, 2018
Teacher education at both pre-service and in-service levels is a crucial factor in terms of developing democratic schools. Pre-service education is the first step in the professional development of teachers. Perhaps democratic education should commence at this stage. For this reason it is important to know pre-service teachers’ opinions about democratic education and the characteristics of democratic schools. This study aims to investigate pre-service primary teachers’ perceptions about democratic education and the main characteristics of democratic schools. The study was designed within basic qualitative research approach. The study group consists of six primary pre-service teachers who attend the 4th year of teacher education programme at a faculty of education. A semi-structured interview form was used for data gathering. Data were analysed using the “content analysis” method. The findings of the study illustrate that pre-service teachers conceptualize the term of democracy with different words based on their experiences; what is more, pre-service teachers have not fully internalized the concept of democracy. The results of the study show that according to pre service teachers, democracy education can be realized through thematic learning and hands-on activities. It is recommended that policy makers should be aware of the atmosphere of democratic schools and that a curriculum should be designed thematically, which includes democracy in all attainment targets.
SHS Web of Conferences
This study has been developed within the framework of a European Erasmus + project called ELEF†. The aim of this project is to develop, implement, evaluate and replicate innovative democratic learning environments. With this purpose, the Democracy Coaches are trained as agents of citizen participation and generators of democracy, both in educational centres and in informal educational settings. In this context, and during various training sessions, the Democracy Coaches work with the knowledge and skills they need to acquire. This paper focuses on the study and analysis carried out on the concepts expressed by these teachers of secondary education during their training. In order for them to become democracy coaches in the formal educational field, we address concepts such as democracy, citizenship and the most appropriate teaching-learning methodology for illustrating these concepts and competences, bearing in mind that they should educate citizens with full awareness of their right...
Teachers: key factors for preparing students to contribute in a democratic society
Mediterranean Journal of Social Sciences, 2014
Kosovar society is facing social reforms. Deep reforms are being conducted in the field of education. Education in Kosovo aims to prepare its citizens to live in a democratic society. In this context, teachers have a major role. Through civic education, they have the opportunity to help their students develop the knowledge, skills, attitudes and values required in a democratic society. The purpose of this study is to present the teacher's role for preparing students to contribute in democratic society. Also, in this paper we will present the opinions of the students about the role of their teachers for citizenship education. The research was conducted in 142 primary schools in rural and urban areas. The research included Kosovar students of different nationalities, social backgrounds, religions, genders, etc. A standardized questionnaire has been used for the research and, as the research involves a rather large number of respondents (1700), we consider that the findings of this survey are representative of all primary schools in Kosovo. In each of the schools where the research was conducted, an eighth class was selected, and within that same class, 10 students were selected to participate in the research. The selection of classes was done based on the following criteria: in the first school, the first class was selected, in the second school, middle classes were selected, and consequently, in the third school, the last classes were selected. This method was used in all the schools included in the research. Students were selected randomly applying thus the principle of random sampling. Analysis of the data shows the teachers' role in preparing their students to overcome the challenges they face, and on the other hand, their role in preparing their students in democratic spirit. In the end we can say that the findings from this research will help teachers and other relevant stakeholders to develop democracy and promote its values.