Perceptions of Prospective Teachers about Tolerance Education

Autor/in	Sahin, Cavus
Titel	Perceptions of Prospective Teachers about Tolerance Education
Quelle	In: Educational Research and Reviews, 6 (2011) 1, S.77-86 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Student Teacher Attitudes; Preservice Teachers; Altruism; Cultural Pluralism; Interviews; Foreign Countries; Consciousness Raising; Social Justice; Elementary School Teachers; Empathy; Interpersonal Relationship; Turkey + Suchen Sie Ihr Suchwort? Altruistic behavior; Altruismus; Kulturpluralismus; Interviewing; Interviewtechnik; Ausland; Bewusstseinsbildung; Soziale Gerechtigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Empathie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Türkei
Abstract	The purpose of this study is to ascertain the perceptions of prospective teachers about tolerance education. This research is a descriptive, qualitative study. A semi-structured and non-directive interview technique is used for collecting data. Research is carried out with 30 prospective teachers who attend Canakkale Onsekiz Mart University Faculty of Education during the 2009 to 2010 academic years. Each participant is interviewed on the basis of their own will. Random sampling is used for this study. The results of the research reveal that prospective teachers are aware of the need for tolerance and tolerance education, both in society and within educational systems. In such, they make suggestions in parallel with this need. It is found that participants reveal views similar to those expressed within academic studies on the subject in their descriptions and suggestions regarding the need for tolerance in society and within the educational system. (Contains 6 tables.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10