Sınıf Öğretmenlerinin Perspektifinden Türkiye'de Etkili Çocuk Hakları Eğitimi: Problemler ve Öneriler

Ayşe Öztürk, Muhammed Eren, Büşra Topçu
2019 Kastamonu Eğitim Dergisi  
Öz Bu araştırmada, sınıf öğretmenlerinin perspektifinden Türkiye'de etkili çocuk hakları eğitimi (EÇHE) ile ilgili yaşanan problemlerin ve önerilerin incelenmesi amaçlanmıştır. Durum araştırması olarak desenlenen çalışmada, veriler odak grup görüşmesi ve yarı yapılandırılmış görüşme tekniğiyle toplanmıştır. Araştırmanın, çalışma grubunu amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örnekleme yöntemiyle seçilmiş 15 sınıf öğretmeni oluşturmuştur. Araştırma verileri, içerik analizi yapılarak
more » ... çözümlenmiştir. Araştırma sonucunda, EÇHE ile ilgili problemler; uygulama sürecinde gözlemlenen problemler, uygulama sürecinde karşılaşılan problemler ve ülke genelinde gözlemlenen problemler olmak üzere üç kategoride toplanmıştır. EÇHE için öneriler ise üç kategoride toplanmıştır. Bunlar; Milli Eğitim Bakanlığı için öneriler, öğretmen ve okul yönetimi için öneriler ve diğer önerilerdir. Araştırma, EÇHE ile ilgili problemleri ve önerileri uygulama sürecinin içindeki öğretmenlerin perspektifinden sunması açısından önem taşımaktadır. Anahtar Kelimeler: çocuk hakları, çocuk hakları eğitimi, ilkokul eğitimi, sınıf öğretmenleri Abstract The objective of this study was to examine the problems experienced and suggestions regarding effective children's rights education (ECRE) in Turkey from the perspective of classroom teachers. In the study that was designed as a case study, the data were acquired by way of focus group interview and semi-structured interview methods. The study group was comprised of 15 classroom teachers selected via maximum variation sampling method which is among the purposive sampling methods. The study data were analyzed via content analysis. Problems related with ECRE were classified under three categories at the end of the study which are problems observed during application process, problems experienced during application process and problems observed in the country. Whereas the suggestions for ECRE were also classified in three different categories. These are; suggestions for the Ministry of Education, suggestions for teachers and school administration and other suggestions. The study is important since it puts forth problems and suggestions related with ECRE from the perspective of teachers who are part of the application process. Introduction: Children's rights aim to protect children from all kinds of neglect and abuse and provide the healthy development of children. Children's rights education is very important for realizing children's rights. Teachers are among the most important components of the children's rights education process. Teachers take on many tasks such as making arrangements, detecting and solving problems in order to teach children their rights and to ensure that they experience these rights. In this regard, the problems determined by the teachers who are the implementers of children's rights education and the solution suggestions they put forth are very important for children's rights education. Primary school education is one of the most important steps in the education of children's rights. Therefore, the problems and suggestions that classroom teachers have identified are very important for effective children's rights education (ECRE). In this direction, this study aimed to examine the problems related with ECRE in Turkey from the perspective of classroom teachers as well as solution suggestions. Method: This study in which problems related with ECRE in Turkey along with suggestions for ECRE were examined from the perspective of classroom teachers has been patterned as a case study. The study group was determined via maximum variation sampling which is one of the purposive sampling methods and was comprised of 15 classroom teachers. The data were acquired by way of focus group interview and semi-structured interview methods. Semi-structured interview method conducted on 10 classroom teachers. Focus group interview carry out with five classroom teachers. Problems and Suggestions Interview Form in Effective Children's Rights Education was prepared and used in this study as data acquisition tool. The study data were analyzed via content analysis. Coding reliability was used in order to provide reliability in data analysis. Results: The results acquired from the study have been presented under two different headings of problems related with ECRE and suggestions for ECRE. The problems defined for ECRE were classified under three categories as the problems observed during the application process, problems experienced during application process and problems observed in the country in general. The problems observed during the application process by the teachers have been defined as; Teachers considering it as a topic to teach, seeing psychological and physical violence as a type of discipline, having no course directly related with children's rights during primary school, lack of knowledge of teachers on children's rights education, lack of applied teaching, the fact that schools and classrooms are not locations where children's rights are put into effect, school and classroom not including it as part of the goals and lack of in-service training by the Ministry of Education. The problems experienced during application process have been defined as negative opinions of teachers on the necessity of children's rights education, lack of sufficient support from the school administration, not seeing children as right holders, lack of desire of the teachers to participate in the studies, physical structure of the school not in accordance with children's rights, low occupational belonging of teachers regarding children's rights education, problems related with the family factor. Another problem category related with ECRE in the study was the problems observed in the country in general. In this regard, issues related with ECRE have been defined as; lack of a national education policy on children's rights education, lack of children's rights and children's rights education courses during undergraduate education, lack of consciousness on children's rights in the society, shortcomings in application inspection, lack of sufficient support from non-governmental organizations and the lack of socially activating works by the media. The suggestions for ECRE have been classified under three categories as suggestions for MOE, suggestions for teachers and school administration and other suggestions. Suggestions for MOE have been defined as preparation of programs for children's rights education, provision of in-service trainings on children's rights education to the teachers and setting knowledge on children's rights and its education as one of the fundamental criteria for teacher assignment along with developing an inspection mechanism for children's rights education. The suggestions for ECRE for teachers and school administration have been defined as making children learn their rights through application, establishing a school and classroom culture based on children's rights and developing projects in which children take part in the decision making and planning stages. In the other suggestions category, the emphasis has been on raising the awareness of families and the society for ECRE, organizing teacher education programs and establishing a national education policy. In this scope, suggestions have been made for raising the awareness of families through media and non-governmental organizations, the Ministry of Family and Social Policies carrying out activities for raising the awareness of families, including courses on children's rights education in teacher training and preparing a national education policy. Suggestions: When the study results are evaluated in general, it can be put forth that various problems have been defined for ECRE in the application process and in the country (Turkey) in general and that various suggestions have been made in this regard. According to the results of the study, it is suggested that preparing programs for children's rights education in primary school and preparing a national education policy, carrying out activities for raising the awareness of families and providing in-service trainings on children's rights education to the teachers. Also, it is recommended that setting knowledge on children's rights and its education as one of the fundamental criteria for teacher assignment and developing projects in which children take part in the decision making and planning stages at schools.
doi:10.24106/kefdergi.3415 fatcat:lhe73b4ba5clnc6minnl4l3674