Effective children's rights education from the perspective of expert teachers i̇n children's rights education: Understandings and practices

In this study, it is aimed to examine the effective education of children's rights (EECR) from the perspectives of specialist class teachers in children's rights (SCTCR) education. Of data collection methods, the focus group study was used in the study which was conducted as the phenomenology study. The research group consists of six-class teachers with expertise in the training of children's rights selected by sampling method for critical sampling. In the study, the data were analyzed by analyzing the content. As a result of the research, it was determined that five different insights were suggested about how effective child rights education should be. Within these insights, detailed information about the application of the effective child rights education and where and with whom this process should take place have been obtained. In addition, in this study some information was provided on the arrangements that SCTCR carried out at class and school level for effective education of children's rights. In this respect, it has been determined that teachers have implemented various practices for teaching and maintaining children's rights and responsibilities at the class level. At school level, it has been determined that education practices for children's rights and responsibilities, activities for keeping children's rights and responsibilities, and arrangements for the right of children to participate have been established. At the same time, three different categorical problems were identified in the study: problems encountered in practice related to EECR, problems observed in practice and observed throughout the country. The research is important in terms of providing insights on EECR in Turkey and information on practices for schools for EECR. Key Words: Children's rights, child rights education, specialist teachers, primary school education, classroom teachers