Children's Rights Perceptions of Social Studies Teachers (original) (raw)
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International Online Journal of Educational Sciences, 2021
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Children Rights in Social Studies Curricula in Elementary Education: A Comparative Study
Social studies classes educate students as citizens who are expected to adopt democratic values and apply their information and richness to their life. Social studies classes are the ones that include human rights education in the first place. The purpose of this study is to make a comparison of inclusion levels of children’s rights issues in Turkish and USA social studies curricula. The study adopts the survey model. Data source of the study is all the gains in social studies curricula of Turkey and the USA. We used the content analysis, which is a qualitative research method, in this study. Turkish social studies curriculum was found to include children’s rights more than USA curriculum does. Gains with right to participation takes the most place in Turkish social studies curriculum whereas gains with the right to development take the most allocated place in USA social studies curriculum. In addition, neither country’s curriculum included gains with the children’s right to protection in social studies curricula.
Human Rights Education in the World and in Turkey Dünyada ve Türkiye'de İnsan Haklari Eğitimi
Human Rights Education in the World and in Turkey/ Dünyada ve Trkiye'de İnsan Hakları Eğitimi, 2004
In this study, work into about human rights done in last 50 years is analyzed. The study consists of three parts. In the first part, international meetings and decisions made regarding education on the subject of human rights are analyzed. Second, the subject of human rights education itself is analyzed in terms of formal and informal education curriculums in the world and in Turkey. Last, proposals for teacher training programs are discussed with regard to teacher-training faculties.
International Journal of Human Sciences, 2014
Today, the value given to children is increased and with the increased of this value, children's rights has started to appear among the issues that are often raised. In this respect, to teach rights effectively to children is very important from very young age. The aim of this study is to determined preschool teachers' attitudes toward children's rights. Sample of the study consists of 382 teacher candidates who are training in Adıyaman, Kilis 7 Aralık, İnönü, Atatürk, Kafkas, and Muş Alparslan Universities Preschool Education Programme. The study is realized descriptive research approaches, based on the model of survey. As a means of data collection is used "Children's Rights Attitude Scale" The data obtained were analysed by using SPSS program and suggestions were made in accordance with the results. There has been found no significant difference between the attitudes of pre-service teachers towards the child rights according to the variables of class level, educational level of parents, monthly income level of the family and taking the lesson
Human Rights and Education: Concept and Practices
Journal of Social Sciences and Humanities, 2017
Human values and core principles of societies like self-respect, dignity, fairness, equality, dignity, non-discrimination and sharing have long been discussed and valued all over different societies and communities around the globe. These universal core principles are a reflection of the human rights; so the common skeleton of framework, philosophy and concept of human rights should be worldwide or universal. This implies that the recognition of human rights is supposed to be the goal of every state. Other than this central point, can we actually know the concept and dimensions of human rights? This basic question brings out the subject of education of human rights & human rights in education. Keeping in view this context the main objective of author is to study the perception/concept & practices of Teacher Educators about Human Right Education (HRE) & Human Right in Education. The population in this study comprised of Teacher Educators of Department of Education & teacher education...
The Problems Encountered in the Teaching of Social Studies in Turkey
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The aim of social studies education is to improve the knowledge, attitudes and skills that the individual can use in solving the problems he / she may encounter and to be in harmony with the society with age. In addition, citizenship and responsibilities, the Turkish nation, to give love, respect and confidence to the flag and the Turkish army, to develop the skills of democratic life rules, to live together, to take responsibility, to help and to make decision-making skills, to rights and responsibilities against each other, The development of the technique is to train individuals who know that human beings will affect life. However, when we look at the studies conducted together, it seems that social studies are inadequate. The purpose of this study is; social studies in Turkey between the years 2014-2017 is to reveal the problems encountered in teaching. This study was prepared by qualitative research methods using document analysis technique. For this purpose, the relevant docum...
This research was performed with the purpose of comparative investigation of perceptions which are related to child rights of the prospective primary school teachers' and preschool teachers'. The research was designed properly to qualitative research approach. This research was performed with 80 the prospective primary school teachers and preschool teachers. In determining of the research group, criterion sampling technique was used. In the process of obtaining research data, survey form and semi-structured interview form which is designed for focus group discussions were used. The research data were analyzed with content analysis method. As a result of the research, it was determined that the prospective primary school teachers and preschool teachers have similar perceptions related to child rights. However, it was determined that the perceptions which are related to child rights of the prospective primary school teachers are more comprehensive than perceptions of the prospective preschool teachers related to child rights. Morever, it was determined that the both prospective teacher groups have not adequate awareness and consciousness about child rights.