Sınıf Öğretmeni Adayları için Aktif Öğrenme Temelli Çocuk Hakları Eğitimi

Year 2023, Volume: 40-2 Issue: 3, 33 - 47, 31.12.2023

Tuğçe Nur Karataş Ayşe Öztürk

https://doi.org/10.52597/buje.1381341

Abstract

Bu araştırmada, aktif öğrenme temelli çocuk hakları eğitiminin sınıf öğretmeni adaylarının çocuk haklarına ilişkin tutum ve anlayışları üzerine etkisi incelenmiştir. Araştırmada, açıklayıcı sıralı desen kullanılmış olup eşdeğer olmayan ön test-son test kontrol gruplu yarı deneysel desen ve durum çalışması işe koşulmuştur. Deneysel uygulamalar 72 üçüncü sınıf öğretmen adayı ile gerçekleştirilmiştir. Deney grubuna çalışmada geliştirilen Aktif Öğrenme Temelli Çocuk Hakları Eğitimi Programı (AÇHEP) kullanılarak 13 hafta boyunca eğitim verilmiş, kontrol grubunda ise geleneksel öğretim yöntemi kullanılmıştır. Nitel aşamada ise 12 öğretmen adayı ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Bulgular, son test puanlarının deney grubu lehine anlamlı farklılık gösterdiğini ve bu grupta anlayış gelişiminin daha yüksek olduğunu ortaya koymuştur. AÇHEP'in öğretmen adaylarına CR ile ilgili anlayış, tutum, davranış ve mesleki gelişim bağlamında katkı sağladığı görülmüştür.

Keywords

çocuk hakları eğitimi, aktif öğrenme, program geliştirme, sınıf eğitimi, öğretmen eğitimi

Active Learning-based Children’s Rights Education for Primary School Teacher Candidates

Abstract

This study investigated the effect of children’s rights (CR) education on the understanding and attitudes of primary school teacher candidates regarding CR through active learning-based implementations. Explanatory sequential design was employed in the study. The quasi-experimental design with non-equivalent pretest-posttest control group and case study were employed. Experimental implementations were conducted with 72 third year teacher candidates. The experimental group was trained for 13 weeks by employing the Active Learning-Based Children’s Rights Education Curriculum (ACREC) developed in the study and the traditional teaching method was used in the control group. In the qualitative phase, semi-structured interviews with 12 teacher candidates were carried out. The findings revealed that posttest scores showed significant difference in favour of the experimental group, and that the development of understanding was higher in this group. The ACREC was found to contribute to teacher candidates in the context of understanding, attitudes, behaviours and professional development concerning CR.

Keywords

children’s rights education, active learning, curriculum development, classroom teaching, teachers training

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