Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Knowledge Level of Pre-Service Teachers in the Faculty of Education about Student Rights

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Knowledge Level of Pre-Service Teachers in the Faculty of Education about Student Rights

Article excerpt


As regards this study, it was aimed to determine the knowledge level of pre-service teachers in YYU faculty of education about student rights. The population of the study consisted of 3538 undergraduates in 2010-2011 academic year of YYU. By stratified and multi-phase sampling, 538 students from all departments and grades were -andomly selected. As a data collection tool, "Student Rights Knowledge Survey" which was developed the researcher, was used. The data were analysed by using SPSS statistical package. The survey was examined in terms of factorial structure and model appropriateness through exploratory and confirmatory factor analysis. As a result t was found out that the rights' knowledge of prospective teachers studying at faculty of education was over the .evel. Another finding showed that they were knowledgeable enough about educational rights, registration rights exemption and seeking justice, average about social rights and course selection. According to another finding female students were more knowledgeable about seeking justice, educational rights and exemption rights, FAPT students had more knowledge about seeking justice rights than science students, and science students had less knowledge about educational rights than FAPT students and social students. It was also seen that junior students nad less knowledge about social rights than senior students; freshman students had less knowledge about registration rights than senior students, and freshman students had also less knowledge about course selection rights than junior and senior students. The current research was ended by results and discussion.

Key Words

Student Rights, University Students, Faculty of Education, Knowledge about Rights

Right is a benefit of an individual for being protected which is described by law (Akintürk, 2008). Law defines an order; right, on the other hand refers to a benefit protected by law (Akyüz, 2006). The right gives individuals necessary power and opportunities about a subject, provides freedom about behaving and acting according to law or not, and means legal usage which can be used against others (individuals, groups, society, delegates of society, humanity) (Tice, 1976). The rights are divided into two as public rights and private rights (Karaman Kepenekçi, 2004, 2008). Public rights are also divided into two: Generally qualified public rights and specially qualified public rights (Akyüz, 2006). Student rights are specially qualified public rights. Each right bases on a law rule. Each right has an owner. Beings that have rights are called as individuals in law (Akintürk, 2008). College students studying at a university have rights as being individuals. Student rights, from general to specific, are human rights, participation rights in organizations and structural and other legal rights (Tice). It is possible to order these rights in the specialty of university as educational, participation, seeking justice, social, cultural rights (Resmi Gazete, 2010). Student rights are found first in forensic documents and national legislation.

According to Universal Declaration of Human Rights accepted in December 10, 1948, each individual has the educational right. Education should be free at least during basic educational grades. Basic education is compulsory. Everyone should benefit from technical and vocational education. Higher education, on the other hand, should be open to every person according to their abilities ($isman, 2006; Tice, 1976). International Covenant on Economic, Social and Cultural Rights adopted by United Nations made Universal Declaration of Human Rights strengthened. The covenant, which was accepted on December 16, 1966, became effective on January 3, 1976. In the covenant, educational right was regulated comprehensively, and by the covenant countries were nominated to form basic facilities of educational system and to provide educational organizations and opportunities (Sencer, 1988). …

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