Main Content
Session Information
10 SES 09 D, Research on Values, Beliefs & Understandings in Teacher Education
Paper Session
Contribution
Human rights are not an abstract paradigmatic concept; they are the birthright of all humans regardless of religious, social, cultural and economic differences (Donnelley, 2003). Human rights are also equated to rights to certain specific freedoms, and the public debate traditionally converged on what others can do to safeguard and expand these liberties (Sen, 2005). Perceptions that derive from rights and freedoms belong to the ‘psychological milieu’ of individuals or, in other words, the picture of the external reality as the actors see it (Jervis, 1976). Understandings of human rights worth to be studied since they are as “mental pictures composed of our cumulated experience-based knowledge about the surrounding world and beliefs about desirable behavior” (Vertzberger 1990, p. 118).
As a part of a more extensive research project (Education for social justice: equality and equity for the new generations), the present contribution explored perceptions of pre-service and in-service teachers (Beijaard, 1995; Beijaard, Verloop & Vermunt, 2000) about children and adolescent rights in the Italian context. Scrutinizing external perceptions is an essential endeavor for two main rationales: first, external perceptions influence teacher’s educational practices. Second, individual perceptions were by definition shaped both by an actor’s own role conception and by other actors’ expectations. In other words, what teachers think about children’s and adolescent’s human rights is a significant factor in facilitating or opposing student’s active role in their own education
Method
We adopted a convenience sample design, resulting in a set of three focus groups composed of 12 participants each (N=36). The sample was balanced between in-service primary teachers and pre-service primary teacher. Focus groups lasted from one hour to one hour and 45 minutes. Narrative materials from the focus groups were recorded, transcripted and analyses through quantitative textual analysis (QTA, Bolden & Moscarola, 2000). QTA (i.e., lexicometric) derives from textual linguistics and adopts quantitative, software-aided tools of analysis to identify large-scale structures of speech, semantic patterns and deep multivariate structures of a given set is, patterns of language in a society or a part of it (Veronese, Pepe & Afana, 2016). More specifically, the strategy of analysis includes co-occurrence association analysis (chi-square analysis) and multi-dimensional scaling (Cox & Cox, 2001). In-depth interviews were conducted after the analysis of the focus group with a subsample of the in-service and pre-service teacher who had participated to the focus group sessions. Verbal data were recorded, transcripted and analysed through thematic content analysis following a constructivist grounded approach (Creswell, 2013; Charmaz, 2014).
Expected Outcomes
By the end of May 2019 we will finalize the analysis of focus groups and interviews. Our expected outcomes will be based on co-occurrences analysis (focus on that the most frequently co-occurring lemmas connected to the target word “right”). The analysis of focus group will highlight how semantic profiles used by the respondent can be summarized in different axis in relation to the teacher’s profile (in-service or pre-service). The analysis of interviews will outline the relationship between teachers’ perceptions about children and adolescent rights and the role of teaching practice to promote them.
References
Bolden, R. & Moscarola, J. (2000) Bridging the Quantitative-Qualitative Divide. Social Science Computer Review. 18, 450–60. Cox, T.F. & Cox, M.A.A. (2001). Multidimensional Scaling. Chapman and Hall. Donnelly, J. (2005) Universal Human Rights in Theory and Practice. 2nd. Ithaca: Cornell University Press Jervis, R. (1976) Perception and Misperception in International Politics. Princeton: Princeton Press. Sen, A. (2005) Human Rights and Capabilities. Journal of Human Development, 66(2), 151-166. Veronese, G., Pepe, A., & Afana, A. (2016) Conceptualizing the wellbeing of helpers living and working in war-like conditions: a mixed-method approach. International social work, 59(6), 938-952 Vertzberger, Y.Y. (1990) The world in their minds: information processing, cognition and perception in foreign policy decision-making. Stanford: Stanford University Press.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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