Children's Participation from the Perspective of Teachers

Autor/inn/en	Akyol, Tugçe; Erdem, Havva
Titel	Children's Participation from the Perspective of Teachers
Quelle	In: Journal of Pedagogical Research, 5 (2021) 1, S.188-202 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akyol, Tugçe) ORCID (Erdem, Havva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Children; Childrens Rights; Self Expression; Class Activities; Student Participation; Preschool Teachers; Elementary School Teachers; Teacher Attitudes; Decision Making; Public Schools; Peer Relationship; Social Development; Emotional Development; Family Influence; Teacher Influence; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Ausdruck; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Decision-making; Entscheidungsfindung; Public school; Öffentliche Schule; Peer-Beziehungen; Soziale Entwicklung; Gefühlsbildung; Ausland; Türkei
Abstract	The perception of a teacher with regards to a child's participation and their practices affect his/her participation in educational institutions. To provide effective participation, teacher's awareness and attitudes towards participation must be examined. This research aims to determine the views of Turkish pre-school and elementary teachers on children's participation in educational institutions. The participants of the study were comprised of 16 teachers employed in public preschools and elementary schools in a province in Turkey's Inner Aegean Region. The teachers' interview form is used as the data collection tool in this study. As a result of the research, it was determined that teachers had a positive perspective on children's participation, they allow for certain conditions to enable participation coupled with decision-making processes in a limited fashion. Furthermore, it was concluded that teachers had methodical difficulties in decision-making and they thought that they needed to improve themselves in promoting participation. Teachers also thought that the teacher, peer relations, and family are effective on the participation. [This study was presented as an oral presentation at the VI. International Eurasian Educational Research Congress, June 19-22, 2019, Ankara University, Ankara, Turkey.] (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01