Social Studies Teachers’ Readiness to Teach the Security Education Theme in the Reviewed Edition of Nigeria’s Basic Education Curriculum

2020 ◽  
pp. 18-28
Keyword(s):  
Social Studies ◽  
Basic Education ◽  
Social Studies Teachers ◽  
Useful Knowledge ◽  
Junior Secondary Schools ◽  
Security Education ◽  
Junior Secondary ◽  
National Values ◽  
Parametric Statistics ◽  
High Degree

This study analysed Social Studies teachers’ readiness to teach Security Education. 720 practicing Social Studies teachers drawn from 72 Junior Secondary schools in the South Western Nigeria were administered with a structured questionnaire. The data collected were analysed using simple non-parametric statistics. Findings showed that the teachers have a significantly low knowledge and awareness of the components of the Theme-Security Education. However, the teachers’ readiness to acquire additional useful knowledge and skills required for handling Security Education alongside their area of specialisation (Social Studies) was found to be significantly high. The teachers perceived the inclusion of Security Education in the reviewed Curriculum as a development that will create a significantly higher workload for them. Nevertheless, their response showed a relatively high degree of negative disposition towards the handling of the newly introduced Security Education theme in National Values class Based on these findings necessary recommendations focusing on the need for training and organizing workshops for curriculum implementers were suggested.

Social Studies Teachers’ Readiness to Teach the Security Education Theme in the Reviewed Edition of Nigeria’s Basic Education Curriculum

2020 ◽  
Vol 2 (1) ◽  
pp. 18-28
Author(s):  
Moshood Babatunde Lawal
Keyword(s):  
Social Studies ◽  
Basic Education ◽  
Social Studies Teachers ◽  
Useful Knowledge ◽  
Junior Secondary Schools ◽  
Security Education ◽  
Junior Secondary ◽  
National Values ◽  
Parametric Statistics ◽  
High Degree

This study analysed Social Studies teachers’ readiness to teach Security Education. 720 practicing Social Studies teachers drawn from 72 Junior Secondary schools in the South Western Nigeria were administered with a structured questionnaire. The data collected were analysed using simple non-parametric statistics. Findings showed that the teachers have a significantly low knowledge and awareness of the components of the Theme-Security Education. However, the teachers’ readiness to acquire additional useful knowledge and skills required for handling Security Education alongside their area of specialisation (Social Studies) was found to be significantly high. The teachers perceived the inclusion of Security Education in the reviewed Curriculum as a development that will create a significantly higher workload for them. Nevertheless, their response showed a relatively high degree of negative disposition towards the handling of the newly introduced Security Education theme in National Values class Based on these findings necessary recommendations focusing on the need for training and organizing workshops for curriculum implementers were suggested.                    

The Nature of Social Studies Teachers’ Beliefs About Teaching

2021 ◽  
pp. 002205742110325
Author(s):  
Ludo Mphathiwa
Keyword(s):  
Social Studies ◽  
South African ◽  
Social Studies Teachers ◽  
Junior Secondary Schools ◽  
Knowledge Based ◽  
Junior Secondary ◽  
Teachers Beliefs ◽  
National University ◽  
Beliefs About Teaching

This article reports on teachers’ beliefs about teaching and the implications of these beliefs in the teaching of Social Studies. A case study design was adopted using a beliefs tool that was administered to a sample of 21 Social Studies teachers in junior secondary schools and five in-service Social Studies teachers enrolled at the national university. Data were analyzed against the Luft and Roehrig (2007) belief categories and the South African Norms and Standards for teaching. The findings showed that teachers have different beliefs about teaching: as a knowledge-based profession and as a community, citizenship, and pastoral responsibility.

scholarly journals Learning Innovation of Area-Based Approach to Sustainable Development Goals of Highland Community Resources Management of Social Studies Teachers in the Northern Thailand

2021 ◽  
Vol 11 (3) ◽  
pp. 95
Author(s):  
Charin Mangkhang
Keyword(s):  
Social Studies ◽  
Basic Education ◽  
Social Studies Teachers ◽  
Community Resources ◽  
Learning Center ◽  
Northern Thailand ◽  
Resources Management ◽  
Hill Tribe ◽  
Community Resource Management ◽  
Learning Management

The research aimed to study the context of area-based approach learning management and guidelines of area-based approach learning management for sustainable highland community resource management of social studies teachers in the learning center for Thai hill tribe communities in northern Thailand. The method of qualitative research was used. Purposive sampling was conducted to obtain key informants which were social studies teachers of the highland learning center, accounting for 285 people. This area is a development area of the royal project. Learning center for Thai hill tribe communities in northern Thailand have accessed to organize social studies teaching at the basic education level. The tools used in the research consisted of in-depth interviews and focus group discussion recording. Then, content analysis was conducted. From the research result, it was found that the context of area-based approach learning management for sustainable highland community resources management of social studies teachers consisted of: executing the process of area-based management by surveying and collecting village data to be used as knowledge in learning management for pre-school students and students of basic education and the illiterate; developing occupations for the interested group in communities; developing life skills by using the method of coordination with community leaders; building local networks; participating in meeting with the community ;and exchanging information in order to inform people in the community of external exchanges. Regarding the use of area-based knowledge of social studies teachers, they have implemented the knowledge until this has brought about guidelines for promoting community resources management. For example, the community has participatory development plans. The community has networks of natural resources and environmental conservation and citizens have local conscience. Results of sustainable highland development are the fact that the community has strong power in conserving traditions, inheriting tribe cultures, establishing local herbal plants groups to take care of community health. Moreover, there are groups developing local products, building community declarations and regulations for living together in the community peacefully. The guidelines of area-based approach learning management for sustainable highland community resource management of social studies teachers consisted of 5 components which were FPCIL, namely (1) F: Facilitator, (2) P: Participatory assessment and planning, (3) C: Community capital value added, (4) I: Innovation of knowledge and (5) L: Lesson-learned.

The inclusion of guidance and counseling program into basic education curriculum for quality assurance

2019 ◽  
Vol 2 (2) ◽  
pp. 33-43
Author(s):  
OLUDARE Bosede Abiola ◽  
Afolabi Tosin Paul
Keyword(s):  
Quality Assurance ◽  
Basic Education ◽  
Practical Knowledge ◽  
Education Programme ◽  
Guidance And Counseling ◽  
Education Curriculum ◽  
Junior Secondary Schools ◽  
Descriptive Research ◽  
Junior Secondary ◽  
The Right

The study examined the inclusion of guidance and counselling programme into basic education curriculum for quality assurance in basic education. The study employed the use of descriptive research design. The sample consisted of two hundred basic education teachers in primary and junior secondary schools in Ondo West Local Government Area of Ondo State. Four research questions were raised. The use of self – designed questionnaire was employed which was validated by experts from curriculum studies and Educational Foundations and Counselling. The data gathered was analyzed with mean rank and standard deviation. The findings of the result shows the various guidance and counselling programmes to be included into basic education curriculum, the benefits derived from the inclusion of guidance and counselling programmes into basic education curriculum, the relationship between basic education and guidance and counselling and the challenges on the inclusion of guidance and counselling into basic education curriculum. Based on the findings, the study makes the following recommendations among others: Formal vocational education to be introduced at the Basic education level, so that pupils would be guided into the right thinking of appropriate careers to be perused, training and retraining of professionally qualified counsellors on regular basis and they should be involved in the formulation and implementation of curriculum for the basic education programme, well trained and competent Guidance and Counselling personnel, with thorough theoretical and practical knowledge, must be employed at schools. These people can help teachers to cope and deal with learners efficiently, government should provide adequate funds to all basic education in the country.

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