Teachers’ perspectives on child rights education: Knowing, applying, believing-Reference-Cited by-同舟云学术

Teachers’ perspectives on child rights education: Knowing, applying, believing

Published:2022 Issue:2 Volume:54 Page:321-341
ISSN:0579-6431
Container-title:Zbornik Instituta za pedagoska istrazivanja
language:en
Short-container-title:ZIPI

Author:

Vranjesevic Jelena¹^ORCID,Cicvaric Radovan²,Zunic-Cicvaric Jelena²,Jovanovic Olja³^ORCID

Affiliation:

1. University of Belgrade, Faculty of Philosophy, Department of Pedagogy and Andragogy, Serbia

2. Child Rights Center, Užice, Serbia

3. University of Belgrade, Faculty of Philosophy, Department of Psychology, Serbia

Abstract

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.

Publisher

National Library of Serbia

Subject

Education

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