Sınıf Öğretmenlerinin Çocuk Haklarına Yönelik Tutumları ile Yansıtıcı Düşünme Eğilimleri Arasındaki İlişkinin İncelenmesi
Project no. 22578 · Status: Kapanmış · 2021
Summary
<p>Primary school period and primary school teachers who direct children's</p><p>attitudes and behaviors play an active role in raising awareness of children's rights.</p><p>The knowledge, skills and attitudes of primary school teachers about children's rights</p><p>are also reflected in their classroom education and training practices. Being aware of</p><p>these skills and attitudes and bringing theory and practice together is explained by</p><p>reflective thinking. The fact that primary school teachers have reflective thinking</p><p>skills enables them to be aware of their own knowledge and attitudes about children's</p><p>rights and to make subjective evaluations. Reflective teachers are able to evaluate the</p><p>teaching environment with a critical point of view, and see criticism of their teaching</p><p>methods and techniques as contributions that support their academic and professional</p><p>development. In this context, the aim of the research is to examine the relationship</p><p>between primary school teachers' attitudes towards children's rights and their</p><p>reflective thinking tendencies. The research was carried out in the relational model of</p><p>the quantitative research method. The sample of the study consists of 394 (288</p><p>female and 106 male) primary school teachers working in primary schools affiliated</p><p>to the Ministry of National Education in Bornova and Buca districts of İzmir</p><p>province, which were determined by simple random sampling method. Data were</p><p>collected using the Attitudes towards Children's Rights Scale developed by</p><p>Kepenekçi (2006) and the Teacher Reflective Thinking Tendency Scale developed</p><p>by Semerci (2007). In the analysis of the data, normality analysis of the data obtained</p><p>from the scales was performed using the SPSS 25.0 package and it was observed that</p><p>the data were not normally distributed. The data were analyzed using the Mann</p><p>Whitney-U, Kruskal Wallis-H and Spearman Rho Correlation tests, which are nonparametric</p><p>tests. The result of the study revealed that primary school teachers'</p><p>attitudes towards children's rights and their reflective thinking tendencies are at a</p><p>very high level. However, no significant difference could be determined between the</p><p>attitudes of primary school teachers towards children's rights and the variables of the</p><p>research (gender, age, professional seniority, grade level taught, type of faculty</p><p>graduated, location of residence). In the research, the reflective thinking tendencies</p><p>of the primary school teachers were found between the sub-dimensions of open-mindedness, foresight and sincerity, and the gender variable; a significant difference was found between the open-mindedness sub-dimension and the age variable.</p>