Öğretmen Eğitiminde İnsan Hakları Eğitimine Yönelik Program Geliştirmeye İlişkin Öğrenci-Öğretim Elemanı Görüşleri

Abstract

Based on the views of faculty members and pre-service teachers, this study aimed to conduct a needs assessment for curriculum development in human rights education in teacher education programs. The parallel design mixed-methods research was used to collect the quantitative and qualitative data and bring together the results of the quantitative and the qualitative data analysis so they can be compared, combined, confirmed, or completed to have a comprehensive view of curriculum development in human rights education. Two questionnaires named “needs assessment on the implementation of human rights education questionnaire,” “human rights curriculum design questionnaire,” and semi-structured interviews were developed by Prof. Dr. Seval Fer and Faramarz Yaşar Abedi. The participants comprised 34 faculty members and 632 pre-service teachers from two state and two private universities in Ankara. The quantitative data were analyzed using descriptive statistics and the Chi-square test, whereas the qualitative data were analyzed using Miles et al. (2019) qualitative data analysis. The results suggested that human rights education should be mandatory through an integrated curriculum in teacher education to raise human rights awareness among faculty members and pre-service teachers and empower them to advocate for fundamental rights and freedoms, multicultural values, and democratic principles. In addition, the results highlighted the use of learner-centered and interaction-centered teaching practices and effective evaluation methods to evaluate the process.