An investigation of the attitudes of infant and Primary School teachers regarding their pupils’ participation rights

• Κύριοι συγγραφείς: BALIAS, STATHIS, MICHALOPOULOU, MAGDALINI
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: Urray 2015
• Θέματα: Conceptual knowledge, procedural knowledge, fractions, rational numbers, secondary students; Genetic screening, arguments, Bioethics and Biotechnology students; Physics Education, modern physics teaching, quantum concepts; ICT, video, counselling, professional orientation, business administration; Problem solving, practice, difficulties, help, performance; Special needs, autism spectrum disorder, science education, alternative conceptions on mechanics; Narration, digital storytelling, Blendspace, Web 2.0 tools; Textbooks, evaluation, teacher, student, educational policy; Digital instruction, augmented reality, devolution, teaching-learning, applications, activity, informatics; Professionalism, in-service teachers, pre-primary, primary education, perceptions; Socio-cultural, historical approach, preschoolers’ interactions, explanatory schemes, conversational approach, science thinking and learning in early childhood; Teaching goals, science teachers, ideal teacher, philosophy of education; Teachers’ questions, classroom, analysis grid, TP of geology; Digital signal Processing, Simulation Block, pedagogical sequence, conceptual model; Expert teacher, prediction, time, technical drawing; Learning games, epistemic games, contract, setting, simulation, mechanical waves, inquiry process; Plants, scientist students, learning process, epistemological obstacle, quantitative study; Intercultural sensitivity, interaction engagement, enjoyment, attentiveness, confidence, cultural differences, respect, Greek teachers; Cultural capital, educational expectations, occupational expectations, primary school, natives, immigrants; Earth sciences concepts, nursery school, primary school, sedimentary rock, geological time; Artefact, technical object, categorization, learning, technological education; Education for sustainable development, preschool children’s environmental reasoning, attitudes about environmental issues; Concept formation, philosophical theories, biology education, vertebrate classes; Primary school pupils, sustainability, behavioural theories, sustainability behaviour, pro-social behaviours, sustainability knowledge; Entrepreneurship, education, didactic approach, teaching method; 3D printer, creative design, rapid prototyping, additive manufacturing, activity; Administrative leadership style, democratic leadership style, autocratic leadership style, transactional leadership style and teacher effectiveness; DREEM, validation, educational department, educational environment, undergraduate students; Teaching practice, higher education, TACD, determinant of action, organic chemistry; Didactic of physics, mechanical work, diagrams, semiotic actions; Mathematical training, probabilities, perceived self-efficacy beliefs, preschool teachers, inquiry-based approach; Approach skills, program, investigation, enforcement; Curriculum contents, curriculum analyses, curriculum content appropriateness and relevance, indigenous scientific knowledge, basic science curriculum; Educational design, Massive Open Online Course, motivation, interaction; Early childhood education, artmaking, visual languages, communication, documentation; Physics education, investigation, problematization, buoyancy, video analysis, comparison of teaching; Environmental Education, teachers’ conceptions, Togo, anthropocentric attitudes, ecocentric attitudes, multivariate analyses; Biotic system, energy chain, task condition, student’s action, experimental protocol; Ideology, education, Ideological State Apparatus, materialism, consciousness; Electrical risks, domestic electricity, scientific education, prevention, conceptions, teachers; Documentational genesis, mathematics, professional knowledge, resources, software; Teaching practice, teachers, undergraduate students, exploratory study; Critical reflection, teacher’s education, practicum, teacher’s preparation, reflective skills; Autism spectrum disorder, science education, folk physics test; Precursor model, socio cognitive approach, primary education, light, shadow; Online communities of practice, virtual communities of practice, systematic review; Effects, systematic approach, students’ understanding, tonal values, tertiary institutions; Proximal function of language, thematic segmentation, representation scenic, cognitive conflict, TIC; Educational engineering, motivation, commitment, evaluation; Anthropology, teaching, heuristic research; Teaching practices, trigonometric formulas, ICT; Didactics, assessment, curriculum, training, performances; Didactic transposition, science education, manual analysis, atom; Conceptions, students 5 to 7 years, time, speed, methodology, qualitative analysis; Intercultural activities, reflection, narratives, transformative learning; Art education, artistic creation, education, subjective teaching, creation; Teaching practice, JATD, automatic, game descriptors; Comparatism, dietitian school, epistemic games, social practice of reference, didactic transposition; Professional communication skills, situational teaching, teaching professional; Web simulation, experimental design, adaptive scaffolds, biology, high school; Digital educational scenarios, AESOP, mechanical engineering, constructivism; Inquiry, learning tool, social media and university students; Teacher practices, joint action, interactive decision, technical object; Bac-3 and Bac + 3 project, chemistry, semiotic register, modelling process; Teaching practices, JATD, didactic action, didactic game, practical epistemology; Analyse lexicométrique, analyse thématique, triangulation méthodologique, biodiversité, curriculum; Aspects of adulthood, emerging adulthood, higher education students, roles of adults; Science teacher, teacher training, ground realities; Complex technological system, car, energy, environment, secondary education; Expert teacher, task, difficulty, prediction, technical drawing; Erasmus, student mobility, emerging adulthood, higher education, student development; Greek ethnic schools, spatiality, heterotopia, third space, intercultural and language learning, diaspora; Ecological reasoning, nature’s predictability, two-tier questionnaire, nature views; Schooling of disabled pupils, school ancillaries, science education, partnership; Initial training, pedagogical knowledge learning, identification methodology, activity control feedback loop, aware and unaware learning; Force on the tooth, three dimensional perception, graphic representation, digital models; Teaching practices, TACD, practical epistemology, transactions, transistor; Critical Reflection, art in education, teachers’ education, university pedagogy, transformative learning; Immigrants, socio-economic status, habitus, educational aspirations and expectations, young people’s educational choices; Large-scale electricity generation systems, energy chain model, elementary education; Sentiment analysis, opinion mining, education, commercial systems, benchmark

The Convention on the Rights of the Child (1989) separates the rights of the child into categories (the rights to survive and development, protection and participation). However, participation rights have been overshadowed to a large degree by the other categories of rights of the child since they were not included in previous international treaties. The children’s participation rights include particular articles which aim to strengthen active participation, freedom of expression of opinion as the child seeks, receives and imparts views and ideas, the right to a private life, the freedom of conscience, thought and religion, the rights to a cultural life, and to a name, and nationality. Gradually, in the 1990s, the child becomes a political and social entity and can take part in social, political and school machinations, and even decision making process, especially on issues that concern her directly. This article presents a small-scale quantitative survey review which examines the points of view and practices of 101 infant and primary school teachers in the regions of Egio and Patras in Greece. The results lead us to the conclusion that the participants displayed positive views and practices which promoted the children’s participation rights.  As a consequence of the aforementioned, we conclude that the participants in the research had positive attitudes towards their pupils’ participation rights and believed that the curricula reinforce their political rights within the space of the school. In addition, proposals for further investigation of the topic by future researchers are presented.