Teachers' Pedagogical Perspectives and Teaching Practices on Human Rights in Cyprus: An Empirical Exploration and Implications for Human Rights Education

Autor/inn/en	Zembylas, Michalinos; Charalambous, Constadina; Charalambous, Panayiota
Titel	Teachers' Pedagogical Perspectives and Teaching Practices on Human Rights in Cyprus: An Empirical Exploration and Implications for Human Rights Education
Quelle	In: Pedagogies: An International Journal, 11 (2016) 3, S.197-217 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2016.1182436
Schlagwörter	Teacher Attitudes; Civil Rights; Teaching Methods; Elementary School Teachers; Foreign Countries; Educational Theories; Teacher Educators; National Curriculum; Educational Change; Observation; Teaching Experience; Semi Structured Interviews; Children; Childrens Rights; International Law; Treaties; Discourse Analysis; Teacher Student Relationship; Elementary School Students; Qualitative Research; Ethnography; Cyprus + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bürgerrechte; Grundrechte; Zivilrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Educational theory; Theory of education; Bildungstheorie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsreform; Beobachtung; Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Law of nations; Völkerrecht; Abkommen; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Qualitative Forschung; Ethnografie; Zypern
Abstract	This paper describes a qualitative study that explored the understandings of human rights, pedagogical perspectives and practices in human rights teaching of three Greek-Cypriot elementary teachers. The study revealed some significant challenges in human rights teaching that seemed to be common for all three participating teachers. First, all of the teachers experienced pedagogical difficulties in defining and talking about human rights. A second challenge was that these difficulties seemed to influence both their pedagogical perspectives about the teaching of human rights and their teaching practices. And the third challenge was that the difficulties that teachers faced in preparing their lessons were also reflected in their teaching practices in four ways: the dominance of a "declarational" approach; decontextualization; the trivialization of human rights; and the retreat to familiar discourses and activities. The paper concludes by discussing the implications for teachers, teacher educators, and theory in human rights education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01