scholarly journals Læreplan og demokrati

2019 ◽  
Vol 3 (1) ◽  
pp. 3-18
Author(s):  
Emil Sætra ◽  
Janicke Heldal Stray
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Democratic Citizenship ◽  
Social Studies Teachers ◽  
Structured Interviews ◽  
Democratic Citizenship Education ◽  
Subject Specific ◽  
The Subject ◽  
General Part ◽  
Empirical Material

In this article, we examine how social studies teachers’ say they interpret and use different parts of the curriculum in order to teach for democracy. The empirical material of the study is based on a questionnaire and semi-structured interviews with teachers in secondary school in Norway. We present three main find-ings. A first finding is that most social studies teachers plan their instruction based on the subject-specific competence aims. For most teachers, the general part of the curriculum, where democratic education is highlighted, does not constitute an articulated part of instruction. Some teachers feel, however, that they still work in accord with this part of the curriculum, but in a way better described as tacit. A second finding is that teachers agree that the subject-specific competence aims are comprehensive and that many teachers agree they are too comprehensive. A third finding is that the teachers disagree about whether conditions for democratic citizenship education are adequate or not. We suggest two inter-related reasons for this disa-greement. One reason is somewhat different interpretations of and emphasis put on the mandate to teach for democracy by different teachers. A second reason is differences in pedagogy and school culture.

scholarly journals Democratic Citizenship Education and its Practices in Social Studies’ Classrooms at Elementary School Level

2021 ◽  
Vol volume 05 (issue 2) ◽  
pp. 25-35
Author(s):  
Muhammad Kamran ◽  
Dr. Abida Nasreen
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Public Sector ◽  
Social Studies ◽  
Citizenship Education ◽  
Democratic Citizenship ◽  
School Level ◽  
Social Studies Teachers ◽  
Democratic Citizenship Education ◽  
The Social

Abstract The importance of democratic citizenship education in democratic states is beyond dispute. The general purpose of the study is to describe democratic citizenship education and its practices in social studies’ classrooms at elementary school level. The study is qualitative in nature and descriptive phenomenological research design is used for this study. The accessible population of the study is included all the social studies’ teachers of 83 boys’ public sector elementary schools in district Lahore. Purposive sampling is used for the selection of the sample in this study. The sample of the study is included 20 social studies’ teachers of 10 boys’ public sector elementary schools of district Lahore. Two social studies’ teachers, one from primary section (grade 1- 5) and one from elementary section (grade 6- 8) who are teaching social studies’ subjects are selected from 10 boys public sector elementary schools of district Lahore by using purposive sampling technique. Participant observation is adopted as a tool to observe classrooms of social studies teachers through a checklist of objectives. Data is analyzed by using SPSS (statistical package of social sciences) software. On the basis of results it is concluded that majority of the social studies’ teachers are emerging their competencies and need improvement regarding the development of democratic citizenship education at public sector elementary school level.

Secondary School Moral Discussion Programmes Led by Social Studies Teachers

1977 ◽  
Vol 6 (2) ◽  
pp. 90-111 ◽  
Author(s):  
Anne Colby ◽  
Lawrence Kohlberg ◽  
Edwin Fenton ◽  
Betsy Speicher‐Dubin ◽  
Marcus Lieberman
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Social Studies Teachers

scholarly journals STUDY OF SECONDARY SCHOOL SOCIAL STUDIES TEACHER UNDERSTANDING ABOUT GEOGRAPHY LITERATION

2017 ◽  
Vol 26 (2) ◽  
pp. 205
Author(s):  
Sugiyanto Sugiyanto
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Random Sampling ◽  
Survey Method ◽  
Social Studies Teachers ◽  
Teacher Understanding ◽  
Social Studies Teacher ◽  
The Right

This study aims to: (1) know the teacher's understanding about the concept of Geography as a platform in Social Studies learning; (2) know the teacher's understanding about geography literacy as a platform in Social Studies learning; and (3) study the right literacy concept as platform for Social Studies lesson. This research uses survey method. The subjects of the study were Social Studies teachers in Surakarta City. Sampling using startified random sampling. The results showed: 1) 76% of respondents do not understand about Geography as a platform in Social Studies learning; 2) 80% of respondents have not understood geography literacy; 3) Edelson's geography literature which consist of interaction, interconnection, and implication components can be used as an alternative to the implementation of Geography policy as a Platform in Social Studies.

scholarly journals Exploring Teachers’ Creative Teaching Strategies in Teaching Arabic as a Foreign Language at a Private Islamic Secondary School in Malaysia

2016 ◽  
Vol 4 (2) ◽  
pp. 21-37
Author(s):  
Ahmad Faizuddin ◽  
Tumin An-Nuaimy ◽  
Ahmad Suhail Al-Anshory
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Structured Interviews ◽  
Creative Teaching ◽  
Islamic School ◽  
The Subject

Arabic is an important language for Muslims but teaching the language is not an easy task. It needs efforts to improve and simplify the learning process through creative teaching strategies. Creative teaching involves the development of materials and approaches that foster students’ interests and motivation in learning. This study explored the experiences of Arabic teachers in fostering students’ interests by developing creative approaches in teaching Arabic as a foreign language at Adni Islamic School, a private Islamic secondary school in Malaysia. In collecting the data, semi-structured interviews were used as part of qualitative research. The findings indicated that teachers have been using creative teaching strategies in the teaching and learning process. These are categorized into three strategies: (1) creativity in making daily lesson plans, (2) creativity during the teaching and learning process, and (3) creativity in evaluating and assessing the outcomes of teaching. The application of these creative strategies is in accordance with the message of the Islamic principles of teaching. Recommendations were made to the relevant authorities, including the teachers themselves, so that creative teaching can be applied to the subject of Arabic language in order to produce a meaningful lesson.

scholarly journals Beliefs and practices of social studies teachers on inclusion

2019 ◽  
Vol 9 (2) ◽  
pp. 451-490
Author(s):  
Ahmet Çopur
Keyword(s):  
Social Studies ◽  
Content Knowledge ◽  
Social Studies Teachers ◽  
Case Study Method ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Beliefs And Practices ◽  
Inclusive Practice ◽  
Teachers Beliefs

The aim of the study is to demonstrate the reflections of social studies teachers' beliefs regarding inclusion and their students in in-class practices. The survey, conducted by the case study method, was performed with three Social Studies teachers. Observation and semi-structured interviews were used as data collection techniques. Data obtained from observations and interviews were analysed by content analysis. In the study, it has been found that teachers have the belief that academic objectives should be pursued during inclusive practice, in accordance with the modern philosophy of inclusion. In addition, teachers have the perception that the inclusion students can learn every subject up to a certain level. It was identified that teachers cannot turn these beliefs into practice, and inclusion students are "neglected". It was concluded that this gap between belief and practice is caused by factors such as inadequate pedagogical content knowledge, inability to comprehend the philosophy of inclusion, the gap between the theoretical education and practice, and inadequate education resources at school. Depending on the obtained results, suggestions were made towards increasing teachers' self-efficacy on inclusive practice, establishing a direct connection between education faculties and schools, and ensuring coordination between the stakeholders.

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