Teaching Rights Research Articles

교권침해에 대한 예비교사들의 인식 분석

Objectives The purposes of this study is to analyze the view of pre-service teachers about teachers rights paying attention to the seriousness of the educational crisis caused by the infringement of teachers rights. Methods For this, reflective writing was used for 85 pre-service teachers who were enrolled D university located in Daejeon metropolitan city. Results Pre-service teachers defined teaching rights as a legal right for educational practice and an ethical right socially granted for teaching given to teachers. They recognized that infringement of teachers rights occurred by lack of legal regulations to protect teachers when the teachers rights is violated, distrust of the coercive teachers experienced in school education in the past, intensifying dependence on private education for children’s college entrance, excessive protection of children due to low birth rate and the change in the social perception of the role of teachers. They suggested that teachers rights could be restored through establishing the legal supplementation for teachers rights and strengthening the status of public education, strengthening the role of principal as a teacher's guardian, supporting the formation of the educational community throughout society and trying to have a sense of vocation for teaching by teachers themselves. Conclusions Frist, Pre-service teachers paid more attention to an ethical right arising from the nature of teaching as a personality cultivation than to a legal right given because of being a professional. Second, They recognized teachers as subjective beings in the teaching rights by emphasizing the responsibility of their teaching themselves. Third, They emphasized that teaching rights and student human rights should maintain mutual harmony and balance In light of the inseparable relationship between teaching and learning in education. Forth, It shows that the perception of pre-service teachers about teachers rights is being formed through internal reflection on the nature of education in that they find the cause of the infringement of teachers rights in terms of social structure, while the solution is a formation of an educational community based on mutual respect.

유치원 교사의 교권에 대한 인식

The purpose of this study was to investigate the overall tendency of and differences in perceptions regarding the concept of kindergarten teacher’s teaching rights, and to identify their perceptions of changes after the revision of the five laws protecting teaching rights. For this purpose, a total of 220 kindergarten teachers in Seoul, Gyeonggi, and Incheon were surveyed. The findings are as follows: Firstly, kindergarten teachers had a comprehensive understanding of the concept of teaching rights, including as rights, as authority, and in terms of relationships. There were differences in their perceptions of teaching rights depending on teachers’ teaching experiences and types of institutions. Secondly, kindergarten teachers perceived that the educational field had not changed significantly after the revision of the five laws protecting teaching rights. These results imply that there is a need for institutional and policy-level support to ensure that the laws protecting teaching rights are established in the education field. Also a change in the perception of the educational communities for teaching rights is required.

교권 회복 및 보호에 대한 인식 연구

This study sought to find out the attitudes and perceptions of college students regarding the restoration and protection of their teaching rights and to make suggestions for establishing future policies and measures to protect their teaching rights. In the month of November 2023, a web-based survey, Google Questionnaire, was used to collect data with a total of 390 students in college located in "C"-do. Frequency, percentage, mean, standard deviation, independent sample t-test, and one-way analysis of variance were used to determine the perception of restoration and protection of teaching rights, and the LSD method was used for post-test. Significance was set at p < 0.05.
 The questionnaire used as a measurement tool consisted of general characteristics of the research subjects (8 questions), student human rights ordinance and teacher rights (12 questions), strengthening of teacher rights and protection of educational activities (11 questions), and communication system between student’s parents and teachers (11 questions). It consisted of a total of 43 questions, and a 5-point Likert scale was used. To determine the reliability of the questionnaire items, Cronbach’s α coefficient was calculated. As a result, the Cronbach’s α coefficients of all subfactors ranged from .943 to .977.
 As a result of examining the level of awareness according to the general characteristics of the research subjects, excluding the presence or absence of a teacher in the family within the 4th degree, gender, affiliation(teacher's college student/non-pedagogical college student), grade(1st to 4th college students), whether kindergarten, elementary and middle school students have part-time jobs, and whether or not they have experienced school violence while attending elementary, middle, or high school. There appeared to be a statistical difference (p<.05). Overall, the awareness of the Student Human Rights Ordinance and teachers' rights was highest among teachers' students and students who experienced school violence while attending elementary, middle, and high school.
 As a result of examining the awareness of the restoration and protection of teaching rights by section of the questionnaire, the results showed that students in teachers' colleges, 3rd and 4th grade female college students, students in kindergartens, elementary and middle school students, students with experience working part-time, and students with a teacher in their family within the 4th degree of kinship. Students who experienced school violence while attending elementary, middle, or high school had a high level of awareness. Among students who experienced school violence, victims had a higher level of awareness of the restoration and protection of school rights than perpetrators.

초등교사의 교권 침해 예방을 위한 직무 수행 전략에 관한 연구

This study aims to elucidate strategies conducive to safeguarding teachers' rights, thereby mitigating the risk of the Infringement of Teaching Rights. The investigation employed a qualitative approach, relying on in-depth interviews with educators who havd amassed a decade or more of experience in the teaching profession, and who had never experienced the Infringement of Teaching Rights. To establish the foundational framework for this study, an exhaustive analysis of 884 instances of teaching rights violations in elementary schools from 2019 to 2022 was conducted. Subsequently, the facets of teachers' job performance and attitudes were divided into seven distinct categories; (1) Teachers' Teaching Officer, (2) Humanistic View of Students, (3) Classroom Rule Setting, (4) Interest Parent Management, (5) Teacher Fairness, (6) Parent Consultation, (7) Teacher Self-discipline. In the latter part of the investigation, in-depth interviews were conducted with 15 educators across the identified categories who had never experienced the Infringement of Teaching Rights. The objective was to gain insights into the strategies underpinning their job performance, aimed at forestalling encroachment on their teaching rights. The findings of this study converge on a set of discernible job performance and attitudinal attributes that are crucial for preventing teaching rights infringements. These can be encapsulated as follows; (1) Establishment of professional authority through the augmentation of teachers' expertise, (2) Cultivation of a positive perspective toward students, (3) Adherence to prescribed classroom rules, (4) Strategic cultivation of relationships with concerned parents, (5) Equitable guidance and management of students, (6) Proactive engagement in parental counseling, (7) Exemplification of meticulousness by educators, and (8) Proficiency in delivering guidance to students in conjunction with thorough self-discipline.

어린이집 교사의 권리침해 경험에 대한 탐색

The purpose of this study was to investigate the rights infringement experiences of daycare center teachers and to comprehensively explore alternatives. The subjects of this study conducted a total of 9 in-depth interviews with 3 daycare center teachers with at least 5 years of field experience, 3 times each for at least 1 hour and 30 minutes. The interview contents were transcribed after recording, and then contextualized, categorized, and analyzed by repeated reading according to the method suggested by .Bogdan & Biklien (1992). Before the start of the study, a semi-structured questionnaire was developed and interviewed, and a semi-structured question list was constructed by revising and supplementing the contents of the questions in advance for two professors of the Department of Early Childhood Education and three heads of the Comprehensive Childcare Support Center, who are field experts. As a result of the study, it was found that the experience of violating the rights of daycare center teachers was a parent who was not allowed to demand for and express their children without hesitation and the right to refute, and it was suggested that as an alternative to restoring the teaching rights of daycare center teachers, the pride of being a daycare center teacher, building trust through various methods, and understanding the system for children correctly.

시민교육 관점에서 본 교권

Objectives The purpose of this study is to discuss the legal nature of teaching rights based on educational ex-pertise and to discuss ways to restore teaching rights from a civic education perspective.
 Methods For this purpose, reviewed the legislative status of education-related laws to protect teaching rights and analyzed their limitations. Regarding its limitations, the question was raised, ‘Is teaching authority an object of protection?’ In addition, teaching authority was reviewed from the perspective of educational expertise.
 Results As a result, the recent legislation to protect teaching rights was seen as a passive legislation that strengthens the responsibilities and obligations of students and parents, rather than a legislative measure to strengthen the legal status or authority of teachers.
 Conclusions Accordingly, from the perspective of civic education, this article strengthens the authority and au-thority of teachers from objects of protection to subjects of educational expertise, and emphasizes the establish-ment of a democratic and human rights-friendly school culture.

우리나라와 독일의 특수교사 교권 보호 연구

Objectives This study is a basic and preparatory work to search for effective alternatives and policies and meas-ures for educational authority of special education teachers in Korea.
 Methods A literature research method was used to derive results from a comparative analysis of each subject through research and collection of data on the meaning of teaching rights and educational authority for special ed-ucation teachers in Korea and Germany, types of infringement on teaching rights, educational authority or educa-tional activities, and intervention and remedy procedures.
 Results First, both Korea and Germany tended to interpret teaching rights as educational authority or activities, which are the roles and duties of teachers that reflect the respect of students and parents. are using. Second, in both Korea and Germany, students, parents, fellow teachers, administrators, and support personnel are subject to violation of special education teachers' rights and educational authority or activities. However, there is a differ-ence in the type and type of infringement. Third, although the mediation and remedy for infringement of teaching rights and educational authority or activities have been improved through the revision of laws and systems in Korea, it is necessary to improve intervention guidelines and manuals that take into account the specificity and individuality of special education sites. Germany establishes policies to prevent and protect teaching rights and educational activities in the context of teacher health and school violence at the state level, and local offices of education develop guideline manuals related to violations of special teachers’ teaching rights and educational au-thority or activities in consideration of each school working environment. It is specified to reflect the experience and position of the victimized special education teacher.
 Conclusions The protection of special teachers' teaching rights and educational authority or activities can be linked to the guarantee of high-quality education rights and teaching rights based on special teachers' pro-fessionalism strengthening efforts based on reflective thinking and the trust of students and parents.

유아교사와 부모의 관계에서 교권침해 경험의 현상학적 연구

Objectives Essentially understand the experience and phenomenon of teacher rights infringement cases in the relationship between kindergarten and daycare center teachers and their parents, derive the experience and coping process of teacher rights infringement, experience in solving, and demands for improvement plans through interviews and in-depth techniques, and effectively in the educational field application was proposed.
 Methods Fourteen teachers with experience of teaching rights infringement at kindergartens and daycare centers located in Incheon were selected as the study subjects. The research data collection was conducted from June 2, 2023 to June 27, 2023 through focus group interviews, one-on-one interviews, group face-to-face interactions, and web-based interactions tailored to the circumstances of the research participants, and qualitative data analysis procedures According to the phenomenological research method of interpretation, coding, and classification, it was analyzed.
 Results The experiences of teacher rights infringement were ‘infringement of teacher authority experienced by parents’, ‘experience of power abuse as a target for venting anger from parents’, ‘experience of helplessness and realistic fear coming from situational limitations’, ‘harsh social standards for early childhood teachers’, infringement of teacher authority The coping process was ‘things that early childhood teachers should strive to establish teaching rights’, ‘experiences of dealing with when they felt infringed on teaching rights’, and ‘factors hindering the establishment of teaching rights by early childhood teachers’. Efforts to establish teacher authority' and ‘preparation of measures to establish teacher authority’ were found.
 Conclusions The significance of this research is that it pays attention to the experience and coping process of kindergarten and daycare teachers who have been infringed upon by their parents, applies a phenomenological research method to deeply explore the essential meaning of the experienced phenomenon, examines the experience of teacher rights infringement, and proposes improvement measures. have meaning Expecting to help prepare effective support measures for kindergartens and day care centers, social implications for recognition of early childhood teachers' teacher status, establishment of teaching rights from early childhood education, and punishment for reporting child abuse without complaint were suggested.

LABOUR COMPENSATION STRATEGIES/PRACTICES OF MARITIME INDUSTRY-DISCUSSION ON CRITICAL CASES

This study would be significant, especially for Trade Unions and shipping lines, and to make newcomer professionals more aware of the nature and alternatives available for labour compensation. This paper contributes to readers’ empirical and practice insights on maritime labour, law and professional practices, including management issues and implications. In addition, professionals involved in maritime labour matters like maritime lawyers, mediators, Insurance professionals and Trade Unions. Practically, this paper is structured as a teaching case study. It provides case-related descriptions, industry practices, legislative frameworks, and fundamental teaching rights facilitating as a teaching material, especially for domains on labour tribunals, maritime law, and labour compensation in related human resource aspects. The following objectives were taken into consideration in this teaching case study paper: to follow and assess the gaps where legislation has to meet to receive compensation for seafarer families; to create awareness of the current situation regarding compensation; to determine the future recommendations to make Union work more strategic. This teaching case study would observe the gap between the legislation and what is occurring in the practical scenario after seafarer recruitment during compensation policies. To present this case study, several relevant institutions, programs and scientific research were considered to increase union efficiency. The main conclusion of this paper highlights the importance of the union and the other programs, policies and strategies that should be adopted to make awareness of these issues.

THE CONCEPT OF SUBJECTIVITY IN EDUCATION AND ITS HISTORICAL ORIGINS

Among current educational trends one may observe the transition from the technological paradigm, accentuating the curriculum and the central position of the teacher, to the humanistic paradigm, based on the subjective perception of the child/student. It is their needs and abilities that determine the process of upbringing and education, and the task of the teacher is to support the child in their development. The guiding principle of communication is dialogue based on mutual respect. It turns out that the origins of the concept of subjectivity can be traced several centuries back in time, in the views of distinguished pedagogues, psychologists, writers. The following examples illustrate this.J.A. Komensky (1592-1670) believed that one of the conditions of pedagogical success is individualization which complies with the child's needs and developmental capabilities. Also, J. Locke (1632-1704) appreciated the role of needs in the child’s development, which should be satisfied in the course of education. J.J. Rousseau (1712-1778) emphasized the importance of children's rights in education as each child constitutes an individuality and an entity that requires respect and delicacy. Similarly, J.H. Pestalozzi (1746-1827) recognized children's rights and appealed for respect for them. In turn, J.W. Dawid (1859-1914) postulated that while working with children, their developmental and environmental conditions should be taken into account, and the tasks should be adjusted to their capabilities. J. Dewey (1859-1952), for whom childhood was as important as other periods of development, appealed for respect for the child’s freedom and an individual approach towards them. The significance of childhood was also emphasized by M. Montessori (1870-1952) who claimed that it gives shape to the whole personality of the child, which means that the child should be treated with respect.Supporting the development of the individuality and independence of the child, as an expression of an individual subjective approach towards them, falls within the ideas that form the pedagogical system created by C. Freinet (1896-1966). The great contribution to thedevelopment of the idea of subjectivity was made by J. Korczak (1878-1942). The main principles of his pedagogy are cognition, respect and love for the child. The main idea of the child's rights in teaching is: a child is a human being. Wasyl Suchomliński (1918-1970), an outstanding Ukrainian educator, made the notion of humanity the axis of his educational concept. Following this, there was a place in it for the human soul, for the faith in human good nature, for kindness, cordiality and care.The teacher’s love for children is connected with cognizing them and providing conditions for their free creativity. And all this is satiated with the idea of respect for people at every level of education. As one may see, history is the teacher of life, also in the area of education. It leads to a reflection on what used to be there, what has remained, what exists now. He also realizes that there is a certain continuity between the past and the present that allows of saving the most valuable essence in the theory and the educational practice.

KONSEP SEKOLAH RAMAH HAK ASASI MANUSIA (HAM) SEBAGAI WUJUD PELAKSANAAN KONSTITUSI

Schools are one place to educate national life. Schools also form the basis of the government in carrying out its obligations to fulfill the right to education of Indonesian citizens. In addition to the right to education which is a constitutional mandate, schools are also part of the fulfillment of human rights. The National Education Law (Law No 20/2003) article 4 paragraph 1 states that education is carried out democratically and fairly and is not discriminatory by upholding human rights, religious values, cultural values, and national pluralism. Education-based on human rights means that the learning process is carried out in a way where teachers and students must be protected with mutual respect for human rights. In the teachings of Taman Siswa are taught the main principles, namely nature, independence, culture, nationality, and humanity. So, carrying the paradigm of human rights in teaching and learning in schools is not something strange because the foundation has been firmly established by Ki Hadjar Dewantara. Teachers have the right innovations to develop human rights values in schools.

Psychological Burnout and Recovery Process of Elementary School Teachers After Experiencing Teaching Rights Infringements

Psychological Burnout and Recovery Process of Elementary School Teachers After Experiencing Teaching Rights Infringements

Vulneración de los derechos humanos en la educación tunjana

La educación colombiana asume políticas de calidad y gratuidad encaminadas a proteger los derechos humanos en el marco pedagógico. A continuación se aborda un análisis del desarrollo de estas políticas en la ciudad de Tunja, para dar una visión respecto a la vulneración de los derechos humanos en laenseñanza, asumiendo los diferentes acuerdos realizados para su protección, sin desligar los diferentes procesos que una educación de calidad requiere. Se tuvieron en cuenta las políticas internacionales de protección y calidad educativa, y el análisis sustenta esta información con estadísticas reales, emitidas por las autoridades del municipio.

Recentering the teacher: from transmitter of knowledge to mediator of learning

In this article we report on the findings of a pilot study conducted with a multi-cultural group of 40 practising teachers who are currently enrolled for an Honours B.Ed.-degree at a South African university to determine their understanding of a mediational approach to teaching. The results, based on the findings of a quantitative survey, revealed deficiencies with regard to the group of teachers' understanding of the meaning of the concept mediation and its related processes and competences. The significance of the article lies in the exploration of both the understanding of the concept mediation that focuses on nurturing and advancing a culture of human rights in teaching and learning, and the possible translation of this understanding into teaching practice in South African classrooms. The data were analysed by the Statistical Consultation Services ot the North-West University, Vaal Triangle Campus, making use of descriptive statistics such as frequencies, means and percentages were calculated.