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The research uses a single case study design with 15 teachers selected through purposive cum convenience sampling in Ankara. Data come from a semi-structured interview form developed by the researchers, coded by different coders and analyzed via descriptive analysis. 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The research is designed as a single case study. The study group was selected with an purposive cum convenience sampling method and consists of 15 teachers working at a primary school in Ankara, Turkey. The data were gathered with a semi-structured interview form that is developed by researchers. The data were coded by different coders and analyzed with the descriptive analysis method. Findings show that teachers don’t get any formation on teaching democracy both during their university years and through in-service training during their professional life. The teachers also share the opinion that the activities in the curricula and books are not enough. Democracy education should be given with concrete activities that are also suitable for the students‘ level. The teachers state that they do democracy education activities in their lessons. It is concluded from the research that democracy education activities should have more place in the curricula and thereupon course books, teacher candidates and the teachers should get more and applied courses and training, also teachers should give more place to structured and expedient democracy education activities in their lessons.  \nKeywords: democracy education, primary school teachers, primary school students, democracy, primary school  \nINTRODUCTION  \nTo catch the rhythm of the everchanging world and reach high democratic and civic standards, countries should first emphasize the education of individuals. Democracy education aims to set up a common democracy conscience by making democratic behaviors permanent (Dewey, 1996; Tourain, 2002) . Raising an individual with high quality means at the same time transmitting that individual to moral maturity. A good education leads a good future of an individual and its nation (Blair, 2003; Carslon, 2005) . For this reason, It can be said that an effective and well-equipped learning environment should be experienced by the students. Because a nation’s and a country‘s happiness and prosperity directly depend on its educating it's future grown-up citizens well. To provide that countries should value their individuals and should prepare them for the future. The education should be formed in a way that any individual should improve his personality and defend the rights of himself, his family, and his society (Davis, 2003) . The concept of defending rights becomes more inherent and lasting when it is adopted at young ages (Dewey, 1996) . Democracy education in the schools directly affects the daily life of the children and directs them. Knowing his rights and responsibilities and  \nCitation: Arı, A., Sirem, Ö., & Kayır, G. (2021). Investigation of Democracy Education in Turkish Primary Schools.  \nAnatolian Journal of Education, 6(1), 131-144. [https://doi.org/10.29333/aje.2021.6111a](https://doi.org/10.29333/aje.2021.6111a)  \n132 Investigation of Democracy Education in Turkish Primary …  \ndefending himself by using these rights are expected behaviors from a healthy citizen (Ersoy, 2016; Morin, 2006) . Such an individual contributes to the democratic environment of his society positively. He will be a good role model by defending and improving human rights (Gözütok, 2007), as human rights and democracy conscience are a subsidiary of one anot","cbCaiqwa3nDBPhSp","https://ap.wps.com/l/cbCaiqwa3nDBPhSp","pdf",786457,14,"English","# Introduction\n## Purpose and approach\n## Education and democratic citizenship\n## School roles in democracy education\n## Classroom and school setting needs","[{\"question\":\"What is the purpose of the study on democracy education?\",\"answer\":\"The study aims to identify teacher opinions about democracy education in Turkish primary schools.\"},{\"question\":\"How were the teachers and data collected for the research?\",\"answer\":\"Fifteen teachers in Ankara were selected using purposive cum convenience sampling. Data were gathered using a semi-structured interview form developed by the researchers.\"},{\"question\":\"What do teachers report as the main gaps in democracy education?\",\"answer\":\"Teachers report insufficient training during university and through in-service programs, and they consider curriculum and textbook activities not enough.\"}]","Investigation of Democracy Education in Turkish Primary Schools | PDF",1792073213,35]