Pre-service teachers' perceptions of peace education

Problem Statement: Wars between countries and violence cause immense destruction to societies. Education is one of the essential factors that will aid in stopping violence and establishing social peace. "Peace education", which has emerged as the consequence of various approaches regarding peace from an educational perspective, is a sine qua non component of teaching tolerance, sharing and honesty to adults and children. The main purpose of peace education is to encourage students to develop different strategies that would provide social justice, not only in their countries, but also around the world. Purpose: The aim of this study is to determine pre-service teachers' perceptions about peace education. Methods: This study was conducted using a semi-structured interview method, a qualitative method, in order to determine pre-service teachers' perceptions about peace education. The data was collected during the 2005-2006 academic year, using interviews conducted with 26 prospective teachers enrolled in primary education and social sciences education classes in the Department of Primary School Education. Through the employment of a survey method, the data obtained from interviews was analyzed and expressed in figures. Findings and Results: The results indicate that pre-service teachers explain the concepts of peace and welfare using similar concepts, such as welfare/peace, love, respect and friendship. Additionally, the majority of the pre-service teachers in the study lay emphasis on the necessity of peace education in primary schools. They also state that civics, social studies and life knowledge courses are important for peace education because they include the teaching of social issues, such as war, peace, democracy, citizenship and human rights. Pre-service teachers who participated in the study state that peace education is significant, since it encourages values, such as social harmony, tolerance, global thinking, and individual development. The participants have offered the following suggestions: Teaching strategies and methods should be employed that emphasize peace education and in-service education seminars for teachers should be incorporated that develop peace education/peace awareness. Furthermore, pre-service teachers report that peace education is indicative of an environment in which students can easily express their opinions. Peace education offers opportunities for sincere relationships between teachers and students and encourages differences to be adopted and internalized. Recommendations: Peace education courses should be incorporated into primary schools and teacher training programs; activities for an acquisition of peace awareness should take place in the classroom and during school-based activities; and in-service teacher training programs should be designed to include peace education.