Analysing the Perception of Pre-service Teachers on the Infringement of Teachers Rights

Objectives The purposes of this study is to analyze the view of pre-service teachers about teachers rights paying attention to the seriousness of the educational crisis caused by the infringement of teachers rights. Methods For this, reflective writing was used for 85 pre-service teachers who were enrolled D university located in Daejeon metropolitan city. Results Pre-service teachers defined teaching rights as a legal right for educational practice and an ethical right socially granted for teaching given to teachers. They recognized that infringement of teachers rights occurred by lack of legal regulations to protect teachers when the teachers rights is violated, distrust of the coercive teachers experienced in school education in the past, intensifying dependence on private education for children’s college entrance, excessive protection of children due to low birth rate and the change in the social perception of the role of teachers. They suggested that teachers rights could be restored through establishing the legal supplementation for teachers rights and strengthening the status of public education, strengthening the role of principal as a teacher's guardian, supporting the formation of the educational community throughout society and trying to have a sense of vocation for teaching by teachers themselves. Conclusions Frist, Pre-service teachers paid more attention to an ethical right arising from the nature of teaching as a personality cultivation than to a legal right given because of being a professional. Second, They recognized teachers as subjective beings in the teaching rights by emphasizing the responsibility of their teaching themselves. Third, They emphasized that teaching rights and student human rights should maintain mutual harmony and balance In light of the inseparable relationship between teaching and learning in education. Forth, It shows that the perception of pre-service teachers about teachers rights is being formed through internal reflection on the nature of education in that they find the cause of the infringement of teachers rights in terms of social structure, while the solution is a formation of an educational community based on mutual respect.