Teachers’ perspectives on child rights education: Knowing, applying, believing
This study deals with child rights education (CRE) and content related competencies emerging from CRE framework that teachers need in order to ensure rights of the child within the education system. The goal of the research was to describe to what extent primary school teachers demonstrate...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | srp |
| Published: |
Institute for Educational Research, Belgrade
2022-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
| Subjects: | |
| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2022/0579-64312202321V.pdf |
| Summary: | This study deals with child rights education (CRE) and content related
competencies emerging from CRE framework that teachers need in order to
ensure rights of the child within the education system. The goal of the
research was to describe to what extent primary school teachers demonstrate
CRE knowledge, skills of applying that knowledge in school context and the
attitudes that support CRE. The survey included 930 teachers, using a
questionnaire that examined their CRE knowledge, knowledge
application/skills, and their attitudes/values about CRE. The results of the
survey revealed that, among teachers, there is an insufficient level of
knowledge and skills that are crucial to ensure respect and exercise of the
rights of the child within the education system, and that they exhibit
attitudes that point to misunderstanding of the meaning and significance
behind certain child rights and the Convention as whole. |
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| ISSN: | 0579-6431 1820-9270 |