교대 및 사대 예비교원의 인권 인식 조사

Abstract

The purpose of this study is to investigate the human rights awareness of pre-service teachers to analyze the actual situation and draw implications. Teachers are the main implementers of human rights education in primary and secondary schools and protectors of students’ human rights. The current status of teachers’ human rights awareness is very important and needs to be properly cultivated in teacher education programs. Human rights awareness was divided into three categories in this study: knowledge of human rights, ability to judge human rights, and awareness of the extent to which human rights are respected in society, and an online survey was conducted among 1,002 pre-service teachers. The results of the survey are as follows. First, the knowledge of human rights among pre-service teachers was at an average level, but it has significantly improved compared to the past. Second, pre-service teachers had higher levels ability to judge human rights in situations involving students. Third, pre-service teachers perceived various groups in society to have generally good levels of respect for human rights, but they believed that teachers’ human rights were not well protected. When we examined whether there were differences in human rights awareness by background factors, we found a number of significant differences by gender and major, with femeale pre-service teachers and those majoring in humanities and social sciences scoring higher in both knowledge and judgement aspects. No significant differences were found based on academic year. Based on these results, this study highlights the need to review the current status and effectiveness of human rights education within teacher training programs. It also suggests the importance of providing opportunities for debate and deliberation on human rights-related issuses and implementing standardized human rights education in teacher education programs without deviations by major.