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Author Bio

Faramarz holds a PhD degree in Curriculum & Instruction from Hacettepe University, Turkey. He has served in different secondary and tertiary-level teaching positions like Girne American University and Ankara Medipol University. Since 2023, Faramarz has been working as a refugee protection officer in Association for Social Development and Aid Mobilization, Turkey. The key responsibilities involve safeguarding the rights, safety, and basic needs of asylum seekers and temporary protection applicants. Additionally, he offers services for social integration, Need for Life Skills (NFS) program implementation, and psychological well-being, assesses individual needs, promotes community awareness, and collaborates with various organizations to effectively meet these needs. He is currently affiliated with the Association for Social Development and Aid Mobilization–Turkey. abedi.faramarz@gmail.com

Seval Fer is a Professor at the Faculty of Education at Hacettepe University in Ankara. She holds a PhD in Curriculum and Instruction from Gazi University (Turkey) and an Masters in Vocational Education/Curriculum from Wisconsin-State University, Wisconsin (USA). She teaches at undergraduate and graduate levels and directs seminars and workshops for local schools. She has published seven books, contributed chapters to five more books, and published articles in professional journals. She has also worked on national and international projects concerning curriculum and instruction in Turkey, as well as for the European Union and World Bank. Her current research interests include curriculum studies and instructional design. seval.fer@gmail.com

Abstract

Human Rights Education (HRE) is believed to be crucial in teacher education as it equips teacher candidates (TCs) with the knowledge, skills, values, and behaviors to contribute to the establishment of a human rights culture. However, there is little evidence of HRE curriculum development in Turkish Teacher Education Programs (TTEP). Unfortunately, HRE is not specifically mentioned as a distinct subject or area of study in TTEP. This convergent mixed methods research (MMR) study aimed to understand TCs and Faculty Members' (FMs) views on identifying HRE curriculum components in TTEP. The study merged quantitative survey and qualitative interview data to provide an in-depth confirmatory and complementary explanation of curriculum components in TTEP. Descriptive statistics and the Chi-square test were employed to identify relationships between FMs' and TCs' views on the HRE curriculum, and the qualitative data analysis framework proposed by Miles, Huberman and Saldaña (2019) was used for deductive and inductive coding and comprehension of the statements. The results, which were also discussed in a recent article in Human Rights Education Review (see: Abedi & Fer, 2023), revealed that the participants support an HRE curriculum to raise human rights awareness among FMs and TCs, empower them to advocate for fundamental rights and freedoms, and support learner-centered and interaction-centered learning and effective evaluation processes. The implications for practitioners and researchers, along with the limitations, are discussed.

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