Exploration of the specific teaching methodology of faculty members who teach Human Rights Education as an independent academic subject in Greek Pedagogical Departments: A qualitative approach (full text in Greek)

 
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2015 (EN)
Διερεύνηση της ειδικής διδακτικής μεθοδολογίας των μελών ΔΕΠ που διδάσκουν την Εκπαίδευση για τα Ανθρώπινα Δικαιώματα ως ανεξάρτητο διδακτικό αντικείμενο στα ελληνικά Παιδαγωγικά Τμήματα: Μια ποιοτική προσέγγιση (EL)
Exploration of the specific teaching methodology of faculty members who teach Human Rights Education as an independent academic subject in Greek Pedagogical Departments: A qualitative approach (full text in Greek) (EN)
Exploration of the specific teaching methodology of faculty members who teach Human Rights Education as an independent academic subject in Greek Pedagogical Departments: A qualitative approach (texte en grec) (FR)

Pitsou, Charicleia

Είναι κοινός τόπος ότι οι διεθνείς οργανισμοί μέσω των πολιτικών τους προσπαθούν να προωθήσουν την Εκπαίδευση για τα Ανθρώπινα Δικαιώματα (ΕΑΔ) σε όλες τις βαθμίδες της εκπαίδευσης. Για να εφαρμοστεί επιτυχώς ο στόχος αυτός στην πρώτη βαθμίδα εκπαίδευσης απαιτείται οι εκπαιδευτικοί που ασκούν έργο σε αυτή να έχουν εκπαιδευτεί πάνω σε θέματα που αφορούν στα ανθρώπινα δικαιώματα (ΑΔ) κατά τη διάρκεια των πανεπιστημιακών σπουδών τους. Απαιτείται, δηλαδή, στα παιδαγωγικά τμήματα (ΠΤ) η εφαρμογή ενός στοχευμένου και ξεκάθαρου πλαισίου εκπαίδευσης των μελλοντικών εκπαιδευτικών στα ΑΔ προκειμένου να είναι ικανοί να εφαρμόζουν και να προωθούν επιτυχώς την ΕΑΔ. Η συγκεκριμένη ερευνητική μελέτη εξετάζει μέσω ημιδομημένων συνεντεύξεων που έδωσαν τα μέλη ΔΕΠ, τα οποία διδάσκουν την ΕΑΔ ως ανεξάρτητο διδακτικό αντικείμενο στα ελληνικά ΠΤ Δασκάλων και Νηπιαγωγών, αν η ειδική διδακτική μεθοδολογία που εφαρμόζουν ακολουθεί τα τρία επίπεδα του εκπαιδευτικού μοντέλου της «γνωστικής πυραμίδας». Τα αποτελέσματα της έρευνας έδειξαν ότι τα μέλη ΔΕΠ εφαρμόζουν κατά ένα τρόπο το εν λόγω εκπαιδευτικό μοντέλο. Δίνουν, όμως, περισσότερη έμφαση στο πρώτο επίπεδο, το γνωστικό, σε σχέση με τα δύο άλλα δύο επίπεδα, αυτά της ευαισθητοποίησης-ευθύνης των φοιτητών/τριών και του μετασχηματισμού- ενεργοποίησής τους απέναντι σε παραβιάσεις των ΑΔ. Το ερώτημα που προκύπτει και τίθεται προς συζήτηση είναι αν ένα τέτοιο είδος εφαρμογής του μοντέλου δύναται να οδηγήσει στην επιτυχή εφαρμογή της ΕΑΔ. (EL)
It is common knowledge that, through their policies, global organizations strive to promote Human Rights Education (HRE) at all levels of education. To successfully implement this objective on the first educational level, the teachers engaged in this work must have been trained on issues related to human rights (HR) during their university studies. In other words, pedagogical departments (PDs) are required to implement a targeted and flexible framework for training future teachers on HRs so that they will implement and promote HRE to a great extent. Through semi structured interviews given by faculty members who teach HRE as an independent academic subject in Greek Pedagogical Departments for Teachers and Early Childhood Educators, this research study examines whether the specific teaching methodology used by faculty members follows the three levels of the educational model of the “cognitive pyramid”. The research results showed that faculty members implement this educational model to some extent. However, they put more emphasis on the first, cognitive, level as compared with the level of awareness-raising/responsibility of students and the level of transformation-activation against HR violations. The question that arises, and which is put forward for debate, is whether such a kind of implementation of the specific educational model can lead to the successful implementation of HRE. (EN)
It is common knowledge that, through their policies, global organizations strive to promote Human Rights Education (HRE) at all levels of education. To successfully implement this objective on the first educational level, the teachers engaged in this work must have been trained on issues related to human rights (HR) during their university studies. In other words, pedagogical departments (PDs) are required to implement a targeted and flexible framework for training future teachers on HRs so that they will implement and promote HRE to a great extent. Through semi structured interviews given by faculty members who teach HRE as an independent academic subject in Greek Pedagogical Departments for Teachers and Early Childhood Educators, this research study examines whether the specific teaching methodology used by faculty members follows the three levels of the educational model of the “cognitive pyramid”. The research results showed that faculty members implement this educational model to some extent. However, they put more emphasis on the first, cognitive, level as compared with the level of awareness-raising/responsibility of students and the level of transformation-activation against HR violations. The question that arises, and which is put forward for debate, is whether such a kind of implementation of the specific educational model can lead to the successful implementation of HRE. (FR)

Ημιδομημένες Συνεντεύξεις (EL)
Εκπαίδευση για τα Ανθρώπινα Δικαιώματα (EL)
Εκπαιδευτικό Μοντέλο Γνωστικής Πυραμίδας (EL)
Μέλη ΔΕΠ Ελληνικών Παιδαγωγικών Τμημάτων (EL)
Ειδική Διδακτική Μεθοδολογία (EL)
Specific Teaching Methodology (EN)
Educational Model of the Cognitive Pyramid (EN)
Semi Structured Interviews (EN)
Faculty Members of Greek Pedagogical Departments (EN)
Human Rights Education (EN)
Specific Teaching Methodology (FR)
Educational Model of the Cognitive Pyramid (FR)
Semi Structured Interviews (FR)
Faculty Members of Greek Pedagogical Departments (FR)
Human Rights Education (FR)

Πανεπιστήμιο Πατρών (EL)
University of Patras (EN)

Greek

2015-01-25


Hrray (EN)

Academia; Τόμ. 4, Αρ. 1 (2014); 77-120 (EL)
Academia; Τόμ. 4, Αρ. 1 (2014); 77-120 (EN)
Academia; Τόμ. 4, Αρ. 1 (2014); 77-120 (FR)

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