Research Article
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Primary Education Program Students Opinions about Peace

Year 2020, Volume: 11 Issue: 3, 110 - 122, 31.12.2020

Esin Urlu , Ekber Tomul

https://doi.org/10.19160/ijer.811378

Abstract

In this study, it was aimed to reveal the opinions of primary education program students on peace. The data of the study were composed of data collected through interviews. The research was organized with phenomenology design, one of the qualitative research designs. Focus group interviews were used in the study and interviews were conducted with four groups of 13 students. These four study groups were determined among the students of the Faculty of Education according to the political views of the students and on a voluntary basis: students who define themselves as conservative, students who define themselves as nationalist, students who define themselves as left-wing students, and students who do not feel close to any view and who define themselves as apolitical. As a result of the interviews with the students of the primary education program, it is seen that students from all views agree on some issues such as the legitimacy of defense war. In addition, in this study, it is seen that students complain about the lack of communication and are aware of the importance of peace, as in similar studies in the literature on the subject. It is hoped that the research will contribute to peace research.

Keywords

Peace Student views Primary school teaching Higher education

References

  • Ardizzone, L. (2001). Towards global understanding: The transformative role of peace education. Current issues in comparative education, 4(1), 1-10.
  • Arnon, M., Galily, Y., (2014). Monitoring the effects of an education for peace program: an Israeli perspective. Human Aff. 24 (4), 531–544.
  • Ay, T. S., & Gökdemir, A. (2020). Perception of Peace among Pre-Service Teachers. International Journal of Evaluation and Research in Education, 9(2), 427-438.
  • Bar-Tal, D., & Rosen, Y. (2009). Peace education in societies involved in intractable conflicts: Direct and indirect models. Review of Educational Research, 79(2), 557-575.
  • Bektaş Öztaşkın, Ö. (2014). Barışa Yönelik Tutumlar ve Günümüz Dünya Sorunlarına Yönelik Tutumlar Arasındaki İlişkinin İncelenmesi. Turkish Journal of Education, 3(3), 25-39.
  • Bush, K., Saltarelli, D., (2000). The Two Faces of Education in Ethnic Conflict: Towards a Peace Building Approach to Education. UNICEF Innocenti Centre, Florence, Italy Retrieved 6.12.13, from http://www.unicef-irc.org/publications/pdf/ insight4.pdf.
  • Candel-Mora, M. A. (2015). Attitudes towards intercultural communicative competence of English for Specific Purposes students. Procedia-Social and Behavioral Sciences, 178, 26-31.
  • Cengelci Kose, T. & Gurdogan Bayir, O.(2016). Perception of peace in students’ drawings.Eurasian Journal of Educational Research, 65, 181-19810.14689/ejer.2016.65.11
  • Clarke-Habibi, S., (2018) Teachers’ perspectives on educatingfor peace in Bosnia and Herzegovina, Journal of Peace Education, 15:2, 144-168, DOI:10.1080/17400201.2018.1463209
  • Clouet, R. (2012). Studying the role of intercultural competence in language teaching in upper secondary education in the Canary Islands, Spain. Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, 26(2), 309-334.
  • Coşkun, H. (2017). Barış Eğitimi. Ankara: Sözkesen Matbaacılık.
  • Cremin, H. (2016) Peace education research in the twenty-first century: three concepts facing crisis or opportunity?, Journal of Peace Education, 13(1), 1-17, DOI: 10.1080/17400201.2015.1069736
  • Çokluk, Ö., Yılmaz, K., ve Oğuz, E. (2011). Nitel Bir Görüşme Yöntemi: Odak Grup Görüşmesi. Kuramsal Eğitimbilim, 4(1), 95-107.
  • Davies, L., (2004). Education and Conflict. Complexity and Chaos. Routledge, Oxon, UK.
  • Demir, S. (2011). An Overview of Peace Education in Turkey: Definitions, Difficulties, and Suggestions: A Qualitative Analysis. Educational Sciences: Theory & Practice, 11(4), 1739-1745.
  • Deveci, H., Yılmaz, F., ve Karadağ, R. (2008). Pre-Service Teachers' Perceptions of Peace Education. Eurasian Journal of Educational Research (EJER), 30, 63-80.
  • Freeman, T. (2006). Best practice’in focus group research: making sense of different views. Journal of Advanced Nursing, 56(5), 491-497.
  • Galtung, J., & Fischer, D. (2013). Positive and negative peace. Johan Galtung (s. 173-178). içinde Berlin: Springer.
  • Gurdogan-Bayir, O., & Bozkurt, M. (2018). War, Peace, and Peace Education: Experiences and Perspectives of Pre-Service Teachers. International Journal of Progressive Education, 14(1), 148-164.
  • Harris, I. M. (2004). Peace education theory. Journal of Peace Education, 1(1), 5-20.
  • Hilal, K. T., & Denman, B. D. (2013). Education as a Tool for Peace? The King Abdullah Scholarship Program and Perceptions of Saudi Arabia and UAE post 9/11. Higher Education Studies, 3(2), 24-40. Institute for Economics & Peace. (2017). Global Peace Index 2017. 05 30, 2018 tarihinde Vision of Humanity: http://visionofhumanity.org/app/uploads/2017/06/GPI17-Report.pdf adresinden alındı
  • Išoraitė, M. (2019). The Importance of Education in Peace Marketing. 10 01 2020 tarihinde https://mpra.ub.uni-muenchen.de/91262/1/MPRA_paper_91262.pdf adresinden alındı
  • Johnson, D. W., & Johnson, R. T. (2005). Essential components of peace education. Theory into practice, 44(4), 280-292.
  • Karaman-Kepenekci, Y. (2010). Üniversite öğrencilerinin ulusal ve uluslararası barışa ilişkin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 43(2), 27-49.
  • Kartal, S. (2018, 05 26). Son Öğretmen Yetiştirme Programları Üzerine -İki sekiz bir dokuz, üç yirmi bir otuz-. 05 30, 2018 tarihinde Sadık Kartal Blog: http://sadikartal.blogspot.com/2018/05/son-ogretmen-yetistirme-programlari.html adresinden alındı
  • Kitzinger, J. (1995). Qualitative research: introducing focus groups. BMJ, 311(7000), 299-302.
  • Knutzen, A., Smith, A., (2012). UNICEF Peacebuilding, Education and Advocacy Programme. Uganda Conflict Analysis. UNICEF, Voorburg, the Netherlands.
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
  • Levy, G., (2014). Is there a place for peace education? Political education and citizenship activism in Israeli schools. J. Peace Educ. 11 (1), 101–119.
  • Lin, J. (2007). Love, peace, and wisdom in education: Transforming education for peace. Harvard Educational Review, 77(3), 362-365.
  • MEB Hayat Boyu Öğrenme Genel Müdürlüğü (2018), Geçici Koruma Kapsamı Altındaki Öğrencilerin Eğitim Hizmetleri, https://hbogm.meb.gov.tr/meb_iys_dosyalar/2018_12/03175027_03-12-2018__Ynternet_BYlteni.pdf, Erişim tarihi: 18.11.2020
  • Memişoğlu, H. (2015). Sosyal Bilgiler Öğretmen Adaylarının Barış ve Barış Eğitimine İlişkin Görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(USBES Özel Sayısı 1), 151-175.
  • Nakamura, K. (2006). International education for peace in higher education: Promoting cultures of peace in Japan. Language and Culture: The Journal of the Institute for Language and Culture, 10, 1-27.
  • Nduka-Ozo, S. N. (2016). Counselling for Sustainable Peace in Tertiary Institutions in Nigeria. Journal of Education and Practice, 7(32), 96-101.
  • Novelli, M., & Sayed, Y. (2016). Teachers as agents of sustainable peace, social cohesion and development: theory, practice & evidence. Education as change, 20(3), 15-37.
  • Obidike, N. D., Bosah, I., & Olibie, E. (2015). Teaching peace concept to children. International Journal of Multidisciplinary Research and Development, 2(6), 24-26.
  • Page, J. S. (2008) Peace Education: Exploring Ethical and Philosophical Foundations. Charlotte: Information Age Publishing. p. 189.
  • Pakyürek, G. (2013). The Philosophical and Historical Bases of Interdisciplinary Approach in Cognitive Science. Journal of Faculty of Letters, 30(2), 161-172.
  • Petruş, R., & Bocoş, M. (2010). Developing Students’ Intercultural Communicative Competence Through Authentic Resources. a Perspective on a Pre-Service Teacher Training Program. Communication and Public Relations, 89-96.
  • Polat, S. (2009). Öğretmen Adaylarının Çok Kültürlü Eğitime Yönelik Kişilik Özellikleri. International Online Journal of Educational Sciences, 1(1), 154-164.
  • Polat, S. (2017). Barış Eğitimi Projesi. 02 28, 2019 tarihinde Öğretmen Adaylarına Barış Eğitimi: https://barisegitimi.weebly.com/ adresinden alındı
  • Rengi, Ö., ve Polat, S. (2019). Okullarda Kültürel Çeşitliliğe İlişkin Uygulamalar ve Bu Uygulamalarla İlgili Öğrenci Görüşleri: Almanya’nın Baden-Württemberg Eyaleti Stuttgart Örneği. Eğitim ve Bilim, 44(197), 239-260.
  • Rosen, Y., Salomon, G., (2011). Durability of peace education effects in the shadow of conflict. Soc. Psychol. Educ. 14 (1), 135–147.
  • Smith, A., (2005). Education in the twenty-first century: conflict, reconstruction and reconciliation. Compare 35 (4), 373–391.
  • Smith, D., & Carson, T. R. (1998). Education for a peaceful future. Toronto: Kagan and Woo.
  • Sommerfelt, O. H., & Vambheim, V. (2008). ‘The dream of the good’-a peace education project exploring the potential to educate for peace at an individual. Journal of Peace Education, 5(1), 79-95.
  • Şencan, H. (2005). Sosyal ve Davranışsal Ölçmelerde Güvenirlik ve Geçerlilik. Ankara: Seçkin Yayınları.
  • Toprakçı, E. (2007) The Rates of Participation of the Member Countries in the Institutional Objectives of UNESCO” International Journal of Progressive Education (IJPE) Volume 3, Number 1:January-February 2007 http://inased.org/v3n1/toprakci2.htm
  • Tran , T. Q., & Seepho, S. (2016). EFL Learners’ Attitudes toward Intercultural Communicative Language Teaching and their Intercultural Communicative Competence Development. Journal of English Studies, 11, 1-40. Tuncel, G., ve Balcı, A. (2016). Çokkültürlülük ve Barış Eğitimi için Model Geliştirme. Kesit Akademi Dergisi, 2(6), 41-60.
  • UNESCO. (2002). UNESCO Prize for Peace Education. 02 10, 2016 tarihinde http://unesdoc.unesco.org/images/0012/001290/129085e.pdf adresinden alındı
  • Wolcott, H. F. (1990). On seeking-and rejecting-validity in qualitative research. Qualitative inquiry in education: The continuing debate, 121-152.
  • Yahya, S., Bekerman, Z., Sagy, S., Boag, S., (2012). When education meets conflict: palestinian and Jewish-Israeli parental attitudes towards peace promoting education. J. Peace Educ. 9 (3), 297–320.
  • Yıldırım, A., ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zembylas, M., Charalambous, C., Charalambous, P., Kendeou, P., (2011). Promoting peaceful coexistence in conflict-ridden Cyprus: teachers’ difficulties and emotions towards a new policy initiative. Teach. Teach. Educ. 27 (2), 332–341.
  • Zembylas, M., Charalambous, P., Charalambous, C., (2012). Manifestations of Greek- Cypriot teachers’ discomfort toward a peace education initiative: engaging with discomfort pedagogically. Teach. Teach. Educ. 28 (8), 1071–1082.

Sınıf Öğretmenliği Programı Öğrencilerinin Barışa İlişkin Görüşleri

Year 2020, Volume: 11 Issue: 3, 110 - 122, 31.12.2020

Esin Urlu , Ekber Tomul

https://doi.org/10.19160/ijer.811378

Abstract

Bu araştırmada, sınıf eğitimi programı öğrencilerinin barışa ilişkin görüşlerinin ortaya çıkarılması amaçlanmıştır. Araştırmanın verilerini, görüşmeler aracılığı ile toplanan veriler oluşturmuştur. Araştırma nitel araştırma desenlerinden fenomenoloji deseni ile düzenlenmiştir. Çalışmada odak grup görüşmesi kullanılmış ve toplam 13 kişiden oluşan dört grup öğrenci ile görüşmeler yapılmıştır. Bu dört çalışma grubu, Eğitim Fakültesi öğrencileri arasından, öğrencilerin siyasi görüşlerine göre ve gönüllülük esası ile belirlenmiştir: Kendini muhafazakâr olarak tanımlayan öğrenciler, kendini ülkücü olarak tanımlayan öğrenciler, kendini sol görüşlü olarak tanımlayan öğrenciler ve kendini hiçbir görüşe yakın hissetmeyen ve apolitik olarak tanımlayan öğrenciler. Sınıf eğitimi programı öğrencileri ile yapılan görüşmeler sonucunda, aslında her görüşten öğrencinin, savunma savaşının meşru görülmesi gibi birtakım konularda birleştikleri görülmektedir. Ayrıca bu çalışmada, konu ile ilgili literatürdeki benzer çalışmalarda olduğu gibi, öğrencilerin iletişim eksikliğinden yakındıkları ve barışın öneminin bilincinde oldukları görülmektedir. Araştırmanın barış araştırmalarına katkısının olması umulmaktadır.

Keywords

Barış öğrenci görüşleri sınıf öğretmenliği yükseköğretim

References

  • Ardizzone, L. (2001). Towards global understanding: The transformative role of peace education. Current issues in comparative education, 4(1), 1-10.
  • Arnon, M., Galily, Y., (2014). Monitoring the effects of an education for peace program: an Israeli perspective. Human Aff. 24 (4), 531–544.
  • Ay, T. S., & Gökdemir, A. (2020). Perception of Peace among Pre-Service Teachers. International Journal of Evaluation and Research in Education, 9(2), 427-438.
  • Bar-Tal, D., & Rosen, Y. (2009). Peace education in societies involved in intractable conflicts: Direct and indirect models. Review of Educational Research, 79(2), 557-575.
  • Bektaş Öztaşkın, Ö. (2014). Barışa Yönelik Tutumlar ve Günümüz Dünya Sorunlarına Yönelik Tutumlar Arasındaki İlişkinin İncelenmesi. Turkish Journal of Education, 3(3), 25-39.
  • Bush, K., Saltarelli, D., (2000). The Two Faces of Education in Ethnic Conflict: Towards a Peace Building Approach to Education. UNICEF Innocenti Centre, Florence, Italy Retrieved 6.12.13, from http://www.unicef-irc.org/publications/pdf/ insight4.pdf.
  • Candel-Mora, M. A. (2015). Attitudes towards intercultural communicative competence of English for Specific Purposes students. Procedia-Social and Behavioral Sciences, 178, 26-31.
  • Cengelci Kose, T. & Gurdogan Bayir, O.(2016). Perception of peace in students’ drawings.Eurasian Journal of Educational Research, 65, 181-19810.14689/ejer.2016.65.11
  • Clarke-Habibi, S., (2018) Teachers’ perspectives on educatingfor peace in Bosnia and Herzegovina, Journal of Peace Education, 15:2, 144-168, DOI:10.1080/17400201.2018.1463209
  • Clouet, R. (2012). Studying the role of intercultural competence in language teaching in upper secondary education in the Canary Islands, Spain. Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, 26(2), 309-334.
  • Coşkun, H. (2017). Barış Eğitimi. Ankara: Sözkesen Matbaacılık.
  • Cremin, H. (2016) Peace education research in the twenty-first century: three concepts facing crisis or opportunity?, Journal of Peace Education, 13(1), 1-17, DOI: 10.1080/17400201.2015.1069736
  • Çokluk, Ö., Yılmaz, K., ve Oğuz, E. (2011). Nitel Bir Görüşme Yöntemi: Odak Grup Görüşmesi. Kuramsal Eğitimbilim, 4(1), 95-107.
  • Davies, L., (2004). Education and Conflict. Complexity and Chaos. Routledge, Oxon, UK.
  • Demir, S. (2011). An Overview of Peace Education in Turkey: Definitions, Difficulties, and Suggestions: A Qualitative Analysis. Educational Sciences: Theory & Practice, 11(4), 1739-1745.
  • Deveci, H., Yılmaz, F., ve Karadağ, R. (2008). Pre-Service Teachers' Perceptions of Peace Education. Eurasian Journal of Educational Research (EJER), 30, 63-80.
  • Freeman, T. (2006). Best practice’in focus group research: making sense of different views. Journal of Advanced Nursing, 56(5), 491-497.
  • Galtung, J., & Fischer, D. (2013). Positive and negative peace. Johan Galtung (s. 173-178). içinde Berlin: Springer.
  • Gurdogan-Bayir, O., & Bozkurt, M. (2018). War, Peace, and Peace Education: Experiences and Perspectives of Pre-Service Teachers. International Journal of Progressive Education, 14(1), 148-164.
  • Harris, I. M. (2004). Peace education theory. Journal of Peace Education, 1(1), 5-20.
  • Hilal, K. T., & Denman, B. D. (2013). Education as a Tool for Peace? The King Abdullah Scholarship Program and Perceptions of Saudi Arabia and UAE post 9/11. Higher Education Studies, 3(2), 24-40. Institute for Economics & Peace. (2017). Global Peace Index 2017. 05 30, 2018 tarihinde Vision of Humanity: http://visionofhumanity.org/app/uploads/2017/06/GPI17-Report.pdf adresinden alındı
  • Išoraitė, M. (2019). The Importance of Education in Peace Marketing. 10 01 2020 tarihinde https://mpra.ub.uni-muenchen.de/91262/1/MPRA_paper_91262.pdf adresinden alındı
  • Johnson, D. W., & Johnson, R. T. (2005). Essential components of peace education. Theory into practice, 44(4), 280-292.
  • Karaman-Kepenekci, Y. (2010). Üniversite öğrencilerinin ulusal ve uluslararası barışa ilişkin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 43(2), 27-49.
  • Kartal, S. (2018, 05 26). Son Öğretmen Yetiştirme Programları Üzerine -İki sekiz bir dokuz, üç yirmi bir otuz-. 05 30, 2018 tarihinde Sadık Kartal Blog: http://sadikartal.blogspot.com/2018/05/son-ogretmen-yetistirme-programlari.html adresinden alındı
  • Kitzinger, J. (1995). Qualitative research: introducing focus groups. BMJ, 311(7000), 299-302.
  • Knutzen, A., Smith, A., (2012). UNICEF Peacebuilding, Education and Advocacy Programme. Uganda Conflict Analysis. UNICEF, Voorburg, the Netherlands.
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
  • Levy, G., (2014). Is there a place for peace education? Political education and citizenship activism in Israeli schools. J. Peace Educ. 11 (1), 101–119.
  • Lin, J. (2007). Love, peace, and wisdom in education: Transforming education for peace. Harvard Educational Review, 77(3), 362-365.
  • MEB Hayat Boyu Öğrenme Genel Müdürlüğü (2018), Geçici Koruma Kapsamı Altındaki Öğrencilerin Eğitim Hizmetleri, https://hbogm.meb.gov.tr/meb_iys_dosyalar/2018_12/03175027_03-12-2018__Ynternet_BYlteni.pdf, Erişim tarihi: 18.11.2020
  • Memişoğlu, H. (2015). Sosyal Bilgiler Öğretmen Adaylarının Barış ve Barış Eğitimine İlişkin Görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(USBES Özel Sayısı 1), 151-175.
  • Nakamura, K. (2006). International education for peace in higher education: Promoting cultures of peace in Japan. Language and Culture: The Journal of the Institute for Language and Culture, 10, 1-27.
  • Nduka-Ozo, S. N. (2016). Counselling for Sustainable Peace in Tertiary Institutions in Nigeria. Journal of Education and Practice, 7(32), 96-101.
  • Novelli, M., & Sayed, Y. (2016). Teachers as agents of sustainable peace, social cohesion and development: theory, practice & evidence. Education as change, 20(3), 15-37.
  • Obidike, N. D., Bosah, I., & Olibie, E. (2015). Teaching peace concept to children. International Journal of Multidisciplinary Research and Development, 2(6), 24-26.
  • Page, J. S. (2008) Peace Education: Exploring Ethical and Philosophical Foundations. Charlotte: Information Age Publishing. p. 189.
  • Pakyürek, G. (2013). The Philosophical and Historical Bases of Interdisciplinary Approach in Cognitive Science. Journal of Faculty of Letters, 30(2), 161-172.
  • Petruş, R., & Bocoş, M. (2010). Developing Students’ Intercultural Communicative Competence Through Authentic Resources. a Perspective on a Pre-Service Teacher Training Program. Communication and Public Relations, 89-96.
  • Polat, S. (2009). Öğretmen Adaylarının Çok Kültürlü Eğitime Yönelik Kişilik Özellikleri. International Online Journal of Educational Sciences, 1(1), 154-164.
  • Polat, S. (2017). Barış Eğitimi Projesi. 02 28, 2019 tarihinde Öğretmen Adaylarına Barış Eğitimi: https://barisegitimi.weebly.com/ adresinden alındı
  • Rengi, Ö., ve Polat, S. (2019). Okullarda Kültürel Çeşitliliğe İlişkin Uygulamalar ve Bu Uygulamalarla İlgili Öğrenci Görüşleri: Almanya’nın Baden-Württemberg Eyaleti Stuttgart Örneği. Eğitim ve Bilim, 44(197), 239-260.
  • Rosen, Y., Salomon, G., (2011). Durability of peace education effects in the shadow of conflict. Soc. Psychol. Educ. 14 (1), 135–147.
  • Smith, A., (2005). Education in the twenty-first century: conflict, reconstruction and reconciliation. Compare 35 (4), 373–391.
  • Smith, D., & Carson, T. R. (1998). Education for a peaceful future. Toronto: Kagan and Woo.
  • Sommerfelt, O. H., & Vambheim, V. (2008). ‘The dream of the good’-a peace education project exploring the potential to educate for peace at an individual. Journal of Peace Education, 5(1), 79-95.
  • Şencan, H. (2005). Sosyal ve Davranışsal Ölçmelerde Güvenirlik ve Geçerlilik. Ankara: Seçkin Yayınları.
  • Toprakçı, E. (2007) The Rates of Participation of the Member Countries in the Institutional Objectives of UNESCO” International Journal of Progressive Education (IJPE) Volume 3, Number 1:January-February 2007 http://inased.org/v3n1/toprakci2.htm
  • Tran , T. Q., & Seepho, S. (2016). EFL Learners’ Attitudes toward Intercultural Communicative Language Teaching and their Intercultural Communicative Competence Development. Journal of English Studies, 11, 1-40. Tuncel, G., ve Balcı, A. (2016). Çokkültürlülük ve Barış Eğitimi için Model Geliştirme. Kesit Akademi Dergisi, 2(6), 41-60.
  • UNESCO. (2002). UNESCO Prize for Peace Education. 02 10, 2016 tarihinde http://unesdoc.unesco.org/images/0012/001290/129085e.pdf adresinden alındı
  • Wolcott, H. F. (1990). On seeking-and rejecting-validity in qualitative research. Qualitative inquiry in education: The continuing debate, 121-152.
  • Yahya, S., Bekerman, Z., Sagy, S., Boag, S., (2012). When education meets conflict: palestinian and Jewish-Israeli parental attitudes towards peace promoting education. J. Peace Educ. 9 (3), 297–320.
  • Yıldırım, A., ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Zembylas, M., Charalambous, C., Charalambous, P., Kendeou, P., (2011). Promoting peaceful coexistence in conflict-ridden Cyprus: teachers’ difficulties and emotions towards a new policy initiative. Teach. Teach. Educ. 27 (2), 332–341.
  • Zembylas, M., Charalambous, P., Charalambous, C., (2012). Manifestations of Greek- Cypriot teachers’ discomfort toward a peace education initiative: engaging with discomfort pedagogically. Teach. Teach. Educ. 28 (8), 1071–1082.
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Educational Sciences and Sciences of Field Education
Authors

Esin Urlu 0000-0003-3388-2399

Ekber Tomul 0000-0003-1554-3131

Publication Date December 31, 2020
Published in Issue Year 2020Volume: 11 Issue: 3

Cite

APA Urlu, E., & Tomul, E. (2020). Sınıf Öğretmenliği Programı Öğrencilerinin Barışa İlişkin Görüşleri. E-Uluslararası Eğitim Araştırmaları Dergisi, 11(3), 110-122. https://doi.org/10.19160/ijer.811378
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