Challenges Facing Educators of Social Studies in Exploring the Values of Citizenship amongst Students of Primary Schools in Ajloun (original) (raw)
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Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framework for developing citizenship education in the initial teacher education in Oman. This descriptive study highlighted the gap between the policy and practice in social studies teacher education. The international literature reveals that student teachers feel insufficiently prepared to develop citizenship and Omani student teachers are not exceptional. Thus, the present study proposed a framework to incorporate citizenship education in the current teachers' preparation programs. Furthermore, the study reveals the inadequate presence of the topic of citizenship in teacher education. Therefore, teachers' understanding of citizenship becomes shallow, which undoubtedly leads to superficial learning on the part of the students. Therefore, a framework was proposed to develop citizenship in teacher education. This framework consists of the rationale behind the change, the Layout of the ground for change in teacher education, the mechanisms of the change, and the areas of the change.
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When considered the basis of social studies, it can be seen that citizenship and citizenship-related issues are of vital importance. After the industrial revolution and immigration, education was considered as a solution to keep people together healthily who have serious problems with each other and are from different cultures. Within the context of this solution, raising citizens capable of living in society was aimed and this duty was given to social studies education programs. During the time, different forms and perceptions of citizenship have emerged and expectations of countries/governments from their citizens have changed. In the course of globalization, perceptions and expectations of citizens also have been transformed. In past, raising citizens obeying the state was the aim, today the expectation is to raise citizens who can carry their states, nations and even the world to higher levels and who can criticize, explore, solve problems and develop themselves at a national and universal level. Since human beings have to live together with different cultures and nations, they are expected to respect different ones from themselves and to be loyal to democratic values with a sense of tolerance. Today, the concept of citizenship cannot be considered without democracy and values of democracy. It is also important to reveal what social studies candidate teachers understand from the combination of citizenship and democracy concepts, which have crucial place in the nature of social studies and its education. For this reason, the aim of this research is to reveal the opinions of social studies candidate teachers on democracy and citizenship. This research is carried out using a qualitative research method. Social studies candidate teachers educated at Ege University makes up the study group of this research. In the study, opinions of social studies candidate teachers were received using a questionnaire consisting of open-ended questions. The research is carried out with 165 participants in total based on a voluntary basis. However, blank and meaningless data is eliminated and thus data of 135 participants is used in total. Data is collected with an openended questionnaire and is analyzed using content analysis method. In the result of the research, social studies candidate teachers defined citizenship as duties and responsibilities and they defined democracy rights-liberties and duties-responsibilities when they defined the concepts of democracy and citizenship. It can be said that according to social studies candidate teachers, democracy gives the meaning of rights and liberties to citizenship concept. They expressed a relation between two concepts and mentioned basic values/characteristics of democracy such as equality, justice, tolerance, freedom. However, results of this study demonstrate the necessity of a license program or teacher education program that handles the citizenship with a multi-dimensional and constructivist approach.
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This study investigated the perceptions of the role of Botswana's social studies teachers at secondary school level in fostering citizenship competencies and skills. Survey questionnaires were used to collect data comprising close and open-ended questions. The total population comprised forty-one respondents purposively sampled from nine junior and senior secondary schools in rural and urban locations. These included thirty four social studies teachers and seven head of departments. Data were analyzed quantitatively using descriptive statistics. The findings revealed that, contrary to expectations the Botswana's social studies curriculum does not promote the acquisition of citizenship skills. There is a disconnection between what social studies teachers think they do and what actually happens on the ground. In fact, the mere teaching of citizenship skills does not automatically translate into equipping learners with the relevant and appropriate competencies. Successful implementation of citizenship education requires political commitment and social studies teachers who are well trained and competent to handle educational reforms.
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In this research, the purpose is to develop a systematic perspective on the research on citizenship education within the scope of social studies field, to reveal the tendency of the studies, and to reach a synthesis in this direction. Meta-synthesis method was used for this purpose. Researches on "citizenship" were collected and reviewed according to certain criteria, and then the reading process was repeated in order to identify the relationships between the researches, similar, different aspects were identified by using perspective-based continuous comparison, and a synthesis has been reached based on the obtained findings. The researches were obtained from National Thesis Center of the Council of Higher Education and Ulakbim TRDizin. During the analysis of the data process, thematic synthesis and descriptive analysis were utilized. Three main themes were reached: citizenship types/approaches, citizenship perception, and components of citizenship education. Citizenship types/approaches are addressed as spatial, environmentally responsible, effective/effectual/active citizenship, global and digital citizenship. In the context of citizenship perception, it is seen that the subjects of meaning attributed to citizenship, citizenship awareness/identity construction, good/ideal citizen, patriotism are taken as a basis. Under the main theme of components of citizenship education, three sub-themes were generated: basic elements in citizenship education, approaches in citizenship education, and problems in citizenship education. It can be suggested to examine the factors that cause the formation of nationalist and socialist citizenship perception, which is frequently encountered in the studies examined. In addition, comparative studies can be carried out by expanding the databases.
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