Effects of Human Rights Education using the Creative Drama Method on the Attitudes of Pre-service Teachers

Ulubey, Özgür; Aykaç, Murtaza

doi:10.1080/09720073.2016.11891950

Cited by 8 publications

(6 citation statements)

References 4 publications

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“…Drama activities, such as role-play, were also highlighted as effective tools in our study. This supports the assertions made byBrander et al (2020),Brett et al (2009), andUlubey & Aykaç (2016) regarding the role of drama in enhancing learners' HRE knowledge and skills. Our research further substantiates these claims and underscores the value of integrating such activities into HRE.…”

supporting

confidence: 90%

“…The development of HRENAS and the interview protocol was a rigorous process. We derived the HRENAS items and interview questions from a thorough review of HRE literature (Brander et al, 2020;Brett, Mompoint-Gaillard, Salema, Meira, & Spajic-Vrkas, 2009;Froese-Germain et al, 2013;Gollob et al, 2007;Rasmussen, 2012;Tibbitts, 2015;Tuncel & İçen, 2016;Ulubey & Aykaç, 2016;United Nations, 2011a, 2016b. Rather than directly using questions from existing HRE questionnaires, we created new items.…”

Section: Development Of the Hrenas And Interview Protocolmentioning

confidence: 99%

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Human rights education implementation in Turkish teacher education: faculty members’ and teacher candidates’ views

Abedi,

Fer

2023

HRER

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Teachers play an essential role in promoting human rights and a just society. However, the lack of Human Rights Education (HRE) knowledge, skills, and values among teachers in Turkey is a commonly reported issue. This study aims to assess the need for HRE implementation in the Turkish Teacher Education Programmes (TTEP), where academic research on HRE is scarce. Data were collected from a survey of 632 Teacher Candidates (TCs) and 47 Faculty Members (FMs), interviews with 14 FMs, and focus group interviews with 34 TCs. Descriptive statistics and the chi-square test were used to analyse the quantitative data, while the qualitative data were analysed using a qualitative data analysis framework proposed by Miles, Huberman, & Saldaña (2019). The results indicate the urgent need to integrate HRE through curricular and extracurricular activities. We also consider the benefits and challenges of implementing HRE in TTEP.

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supporting

confidence: 90%

Section: Development Of the Hrenas And Interview Protocolmentioning

confidence: 99%

Human rights education implementation in Turkish teacher education: faculty members’ and teacher candidates’ views

Abedi,

Fer

2023

HRER

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“…These activities involve innovative positions that the teacher of the course to participate with the learner in the classroom teaching and rely on innovative attitudes and the realisation of the mind and open the door to debate and dialogue and raise questions that enrich the practical aspect of the courses, which the study codified to serve the practical objectives of communication and thinking skills [2,6]. This would take place through various activities such as role-playing [7]; educational theatre [8,9]; and creative drama [10,11].…”

Section: Literature Reviewmentioning

confidence: 99%

Educational media and educational technology within specific education in Egypt and KSA: Challenges and prospects for development

Zaghloul

Rabeh

2020

Obraz. nauka

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Introduction. The technological development of media has a growing impact on various spheres of life, including education. New technologies enhance access to information and could affect the quality of training. The term “media education” was developed. Media education implies the study of impact and the use of media (press, television, radio broadcasting, advertising, the Internet with all its applications) not only by specialists in this field, but also by ordinary consumers of information for critical perception and good application. These media tools make the static and passive learning process more dynamic and interactive inside and outside the school. In specific education (musical, theatrical, sports, etc.), educational media combined with traditional techniques also begin to be involved as the tools, which motivate students for studies. Above all, educational media provide greater opportunities to identify students’ talents, to develop their abilities and skills (e.g., language, vocal, designer, household, etc.).The aim of the present analytical study is to diagnose the problems of carrying out professional activities and to study the needs of teachers, specialising in educational media and working in specific pre-university education systems in Egypt and Saudi Arabia.Methodology and research methods. Data collection was carried out by means of a survey questionnaire that was administered to a sample consisting of 100 teachers (50 from Egypt and 50 from KSA) working at various pre-university education levels in both countries.Results and scientific novelty. The results revealed that the major obstacles facing Egyptian teachers lied in budgetary and facilities shortage. Saudi teachers, however, were hindered by the administrative deficiency, lack of competencies in the use of the latest, constantly improving educational media and lack of in-service professional development. Moreover, all the participants reported the pivotal need to offer continuing professional in-service training opportunities for educational media and educational technology specialists. For experts in the field of educational media technologies, the advantages and benefits of this tool are obvious when conducting extra-curricular classes and activities, which allow providing more intensive intellectual development of students, as well as strengthening discipline and improving children behaviour.Practical significance. The authors formulated the recommendations on reforming the system of specific educational services, improving their quality due to the fastest, synchronous promotion of technological innovations, implementation of modern equipment and support of teachers’ competencies at the proper level. The importance of media education development actualises the creation of academic programmes at universities for the training of qualified teachers in the field of specific education, especially for countries, which do not have the same experience of training, since media education is becoming compulsory in the contemporary world, increasingly affecting the formation of individuals, culture and society. A number of proposals have been made to continue research in this direction.

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“…It is the personal duty of each student to participate properly in classroom activities (Aydın et al, 2018;Elviana, 2017). A purpose of national education is to produce morally upright people (Ernawati et al, 2022;Pasani & Basil, 2014;Ulubey & Aykaç, 2016). Responsibility is a highly crucial quality for pupils to possess because it is required when completing assignments assigned by the teacher (Lestariningsih & Suardiman, 2017).…”

Section: Introductionmentioning

confidence: 99%

Comparison of the Characteristics of Learning Responsibility and Science Process Skills of Junior High School Students in the Material of Composing Different Particles

Harizon,

Asrial,

Haryanto

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Learning science is one of the ways that education works to improve the quality of human resources by enhancing personality and abilities. In this study, researchers adopted a specific quantitative methodology. The research instrument used a student learning responsibility questionnaire with 25 statements and observation sheets of students' scientific inquiry skills with 18 statements ranging from very bad to very good. 237 junior high school students from state schools on the east coast grade 7 were used as research samples selected using purposive sampling technique. Data from the research sample can be evaluated after it has been gathered. Both descriptive and inferential statistics were used in the data analysis. The results showed that there was a significant relationship between learning responsibility and science process skills of junior high school students in suburban cities. There is a positive and unidirectional relationship between student responsibilities and students' science process skills in science subjects for junior high school students in suburban cities as indicated by the correlation between student learning responsibilities and science process skills, a correlation coefficient of 0.710 is obtained. Based on the results of the Follow-up Test, the average responsibility of the three junior high school students in suburban cities is significantly different from the significance value used, which is 0.05. The significance value obtained for the character of responsibility is 0.020 which is lower than the significance value used, which is 0.05. The researcher suggests that future scientists utilize research findings as a source of information to carry out additional research and close gaps in their knowledge.

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Effects of Human Rights Education using the Creative Drama Method on the Attitudes of Pre-service Teachers

Cited by 8 publications

References 4 publications

Human rights education implementation in Turkish teacher education: faculty members’ and teacher candidates’ views

Human rights education implementation in Turkish teacher education: faculty members’ and teacher candidates’ views

Educational media and educational technology within specific education in Egypt and KSA: Challenges and prospects for development

Comparison of the Characteristics of Learning Responsibility and Science Process Skills of Junior High School Students in the Material of Composing Different Particles

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