The democracy perception of classroom teachers and the examination of their opinions towards democracy education(A metaphorical work)

This research is a qualitative study in phenomenology pattern that examine democracy perception of classroom teachers and their opinions towards democracy education. Study group for research is formed of 253 classroom teachers working in elementary schools in central counties (Seyhan, Yüreğir, Sarıçam, Çukurova) of Adana in 2014-2015 school years. Sampling methods, situated in quantitative and qualitative research forms, have been used in forming study group and voluntary basis has been followed in participation. "Democracy Metaphors Survey" (DMS), which was developed by the researchers, has been used in collecting data. Content analysis has been used on analysis of qualitative data of research and descriptive statistics have been used on quantitative data obtained from closed-end questions. At the end of research, it has been confirmed that most of the teachers didn't receive pre-service and in service education on democracy and democracy education. Teachers usually approach democracy as a regime in their classes and generally dwell upon democracy definition as concept. While teachers approach democracy as a way of life, subject that they mostly dwell upon is democracy in family, followed by democracy at school and in class. Activity that most of the teachers do in the name of democracy education is the election of class president. Practices, such as including students to other decisions about class, applying School Council Project, being exemplary model and bringing student-oriented educational activities to life, are practices that are far less likely made real. Most of the teachers think that an effective democracy education can be actualised with democracy teachers and education programs prepared for this purpose. Essential point of education program, which is emphasized in program developed for democracy education of teachers, being life-oriented and practice-based and include activities that will make students active. Teachers, who participated in research, emphasized the importance of their attitudes and behaviours more than their professional knowledge and skills in democracy education. The metaphors that teachers developed with a total 122 metaphor different from one another about democracy are gathered under "Indispensability", "Equality", "Social Order", "Freedom", "Endeavour", "Power", "Variety", "Progression" and "Conservation" total nine being positive and "Personal Gains" and "Nothingness" total two being negative. While first three themes under which women teachers gathered being indispensability, equality and endeavour themes, men teachers are gathered under indispensability, social order and freedom themes. Family environment and upbringing, relations with friends, culture of social environment, political activities in society and news in media organs have been the effective factors in forming democracy perception that the teachers possess.