scholarly journals Communicating vessels: drama and human rights education in in-service teacher training

2021 ◽  
Vol 4 (3) ◽  
pp. 65-88 ◽  
Author(s):  
Nassia Choleva ◽  
Antonis Lenakakis ◽  
Myrto Pigkou-Repousi
Keyword(s):  
Human Rights ◽  
Teacher Training ◽  
Quantitative Research ◽  
Common Ground ◽  
Human Rights Education ◽  
Educational Drama ◽  
School Year

This paper supports the contention that the methodologies of human rights education and educational drama share a common ground and that that the three fundamental dimensions of human rights education (HRE) (learning about, through and for human rights) can be addressed through drama. Our quantitative research is focused on an educational drama workshop for in-service teachers that dealt with human rights and refugees. The data was collected through questionnaires and analysed with reference to six hypotheses. These hypotheses were about how highly motivated teachers assessed their knowledge of human rights and their readiness for teaching human rights by using educational drama methodologies. The data showed statistically significant increase on all of the above hypotheses after the teachers had been trained. Their levels of readiness were also found to be significantly higher after the end of the school year. This indicates that the drama training had an impact on teachers’ human rights education.

scholarly journals Human Rights Education in Teacher Training Programs

2014 ◽  
Vol 5 (3) ◽  
pp. 689-692
Author(s):  
NEETU MAKKAR ◽  
Ms. Gurminder Kaur
Keyword(s):  
Human Rights ◽  
Teacher Training ◽  
Ethnic Diversity ◽  
Training Programs ◽  
Individual Recognition ◽  
Disabled Persons ◽  
Vital Role ◽  
Fundamental Rights ◽  
Human Rights Education ◽  
Teacher Training Programs

 Educated People are the greatest guarantee of Human Rights and, in effect serves as its ultimate sanction has fostered interest and efforts in the field of Human Rights Education. Human Rights Education means to make Human Rights universal and comprehensive by providing training in Human Rights and to aware people regarding Human Rights relating to life, liberty, equality and dignity of the individual. Recognition the universal concern about the contribution of Human Rights Education in ensuring the protection and realization of Human Rights, India has adopted multipronged strategy for ensuring Human Rights for its citizens. It incorporated into its constitution the various Human Rights as Fundamental Rights provided in the 1948 Universal Declaration of Human Rights (UDHR). Keeping in view the Ethnic diversity and highly divisive society of India, it has made provisions for the deprived sections of the society like the scheduled Castes (SC), Scheduled Tribes (ST) as well as girls and disabled persons. The present paper stresses that the Teacher Training Programs play a vital role in promoting Human Rights among the people. It aims to study that the Teachers are prepared through Pre-service and continuous In-service Teacher Education Programs that focused on Human Rights Education with in-depth knowledge about Human Rights, required teaching skills and practice of Human Rights in society.

scholarly journals Human Rights Education in Pre-Service Teacher Education – Pakistan

2019 ◽  
Vol 02 (01) ◽  
pp. 39-61
Author(s):  
Mehek Naeem ◽  
Fariha Gul ◽  
Zaheer Asghar ◽  
Naeem Zafar ◽  
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Human Rights Education ◽  
Transfer Of Knowledge ◽  
Attitudes And Practices ◽  
Study Approach ◽  
Data Content

As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.

Human Rights Education for Youth With Intellectual Disabilities and Families

2009 ◽  
Author(s):  
Robyn Saaltink ◽  
Frances A. Owen ◽  
Donato Tarulli ◽  
Christine Y. Tardif-Williams
Keyword(s):  
Human Rights ◽  
Intellectual Disabilities ◽  
Human Rights Education

DAMPAK PROGRAM DIKLAT ONLINE TIK GURU PUSTEKKOM TERHADAP AKSESBILITAS KONTEN PEMBELAJARAN PADA FITUR RUMAH BELAJAR

2018 ◽  
Vol 19 (2) ◽  
pp. 84
Author(s):  
Eni Susilawati
Keyword(s):  
Teacher Training ◽  
Quantitative Research ◽  
Online Training ◽  
Research Approach ◽  
Intensity Level ◽  
Web Based ◽  
Learning Content ◽  
Open Questions ◽  
Ict Training ◽  
The Impact

The research objective is to analyze the impact of the participation of online  ICT teacher training to increase the number of accessibility the learning content of features in Rumah Belajar. This research used the quantitative research approach with descriptive quantitative analysis methods to be able to describe how the increase in accessibility features of Rumah Belajar and utilization in learning in school. Samples were selected in this study are all online training participants at 15 locations online training that has been conducted by Pustekkom in 2015 and 2016 in 2015. The data was collected using a questionnaire and a list of open questions in accordance with the purpose of research. The results showed that 1) online ICT teacher training participants, after completing the Pustekkom  training online  using become more motivated to access other feature in Rumah Belajar; 2) The order of the percentage of the intensity level of accessibility to the other features of Rumah Belajar are: Sumber Belajar 23%, BSE 23%, Bank Soal 21%, Kelas Maya 13%, Lab Maya 6%, Karya Guru 4%, Wahana Jelajah Angkasa 4%, Peta Budaya 4% and Karya Komunitas 2%, and ICT training online using the application PKB Rumah Belajar can be used as a reference for efforts to develop a web-based learning applications, in particular for the development of Rumah belajar portal belongs Pustekkom Kemendikbud. Tujuan penelitian yaitu untuk menganalisis dampak keikutsertaan diklat online  TIK guru Belajar terhadap peningkatan jumlah aksebilitas konten pembelajaran pada fitur-fitur rumah belajar. Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan metode analisis kuantitatif secara deskriptif untuk bisa menggambarkan bagaimana peningkatan aksesbilitas fitur-fitur rumah belajar dan pemanfaatannya dalam pembelajaran di sekolah. Sampel yang dipilih dalam penelitian ini adalah semua peserta diklat online  pada 15 lokasi diklat online yang telah dilaksanakan oleh Pustekkom pada tahun 2015 dan 2016. Pengumpulan data menggunakan kuesioner dan daftar pertanyaan terbuka sesuai dengan tujuan penelitian. Hasil penelitian menunjukkan bahwa 1) peserta diklat online TIK Guru, setelah mengikuti diklat online Pustekkom, menjadi lebih termotivasi untuk mengakses fitur-fitur lainnya dalam Rumah Belajar; 2) Urutan prosentase tingkat intensitas aksesbilitas terhadap fitur-fitur Rumbel selain Pengembangan Keprofesian berkelanjutan (PKB) adalah: Sumber Belajar 23%, Buku Sekolah Elektronik (BSE) 23%, Bank Soal 21%, Kelas Maya 13%, Lab Maya 6%, Karya Guru 4%, Wahana Jelajah Angkasa 4%, Peta Budaya 4% dan Karya Komunitas 2%; dan 3) diklat online TIK menggunakan aplikasi PKB. Rumah belajar bisa dijadikan referensi bagi upaya pengembangan aplikasi pembelajaran berbasis web, khususnya bagi pengembangan portal Rumah Belajar milik Pustekkom Kemendikbud.

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