The relationship between teachers' teaching methods and techniques with the mediating role of democratic social education competencies

Subject Areas : Research in Curriculum Planning

parnian  taghipour hoveyzi ¹ (ph.D in curriculum studies, Department of Educational Sciences, Faculty of Humanities, Hormozgan University, Bandar Abbas, Iran.)
Aliakbar  Shaikhi fini ² (Faculty member, Department of Educational Sciences, Faculty of Humanities, Hormozgan University, Bandar Abbas, Iran.)
mahmoud  mehrmohammadi ³ (Professor in Curriculum Development; University of Tarbiat Modarres.)
seyed AbdulWahab  samavi ⁴ (Faculty member, Department of Educational Sciences, Faculty of Humanities, Hormozgan University, Bandar Abbas, Iran.)

Received: 2023-01-25 Accepted : 2023-05-20 Published : 2023-05-22

Keywords: democratic social education, Curriculum, educational methods and techniques, professors, Competencies,

Abstract :

This article amied to examine and determine the suitability of the educational techniques and methods employed in teaching democratic social education competencies through the explicit curriculum. A mixed-method approach was adopted for this purpose. This study focuses on 13 professors from Farhangian University in Hormozgan province, serving as participants in the research. A combination of stratified and purposeful sampling methods was used to select the participants. The research utilized both qualitative and quantitative methods. Semi-structured interviews and observation were used for the qualitative portion, while the quantitative part employed the demographic method and a checklist with 26 items and a 3-point Likert scale. The checklist was created by an observation researcher and had an estimated reliability of 84%. The one-sample t-test was used to analyze the data obtained from observing the teaching methods and techniques of the professors in the quantitative part. Thematic analysis and MAXQDA software were used to analyze the information for the qualitative portion. The results of the study indicated that the level of appropriateness for all competence components of democratic social education, except for spiritual, political, and technology-based competence was favorable. A noteworthy correlation was found between professors' scores in utilizing teaching methods to acquire competencies and demographic variables such as teaching experience, academic rank, and field of study. However, no significant variation was observed based on gender.

References:

Abedi Jafari, H., Taslimi, M., Faqihi, A., Sheikhzadeh, M. (2013). Theme analysis and theme network: a simple and efficient method to explain patterns in qualitative data. Two Quarterly Journals of Strategic Management Thought, 5(2), 151-198.

Abolmaali, Kh. (2012) Qualitative research from theory to practice. Tehran. Science Publications.

ADIGÜZEL, O. C., & KARAGÖL, İ. (2020). A Study on the Primary Education Curricula in the Context of Socialization, Multiculturalism and Democratic Values. Journal of Theoretical Educational Science, 13(1), 1-24.

Ari, A., Sirem, Ö., & Kayir, G. (2021). Investigation of Democracy Education in Turkish Primary Schools. Anatolian Journal of Education, 6(1), 131-144.

Andersson, K. (2015). Deliberative teaching: Effects on students’ democratic virtues. Scandinavian Journal of Educational Research, 59(5), 604-622.

Ashpaz, F.,  mahroozadeh, T. ,  banahan Ghomi, M ., samadi , P. (2020). Analytical study of the level of attention to the aesthetic dimensions of citizenship education in the first grade textbooks. Journal of Research in Curriculum Planning, 39(66), 133-147.

‏ Bazargan, A .(2007). An introduction to qualitative and mixed research methods. Tehran. Didar Publications.

Biesta, G. & Lawy, R. (2006). From teaching citizenship to learning democracy: overcoming individualism in research, policy and practice, Cambridge Journal of Education, 36:1, 63-79.

Bosio, E. (2021). Global human resources or critical global citizens? An inquiry into the perspectives of Japanese university educators on global citizenship education. Prospects, 1-18.

Choi, M. (2016). A concept analysis of digital citizenship for democratic citizenship education in the internet age. Theory & research in social education, 44(4), 565-607.

Dague, C. T., & Abela, J. K. (2020). Fostering democratic citizenship through discussion pedagogy. Kappa Delta Pi Record, 56(1), 42-46.

De Schaepmeester, L., van Braak, J., & Aesaert, K. (2022). Teach what you preach? The relationship between teachers’ citizenship beliefs and citizenship education in the classroom. The Journal of Social Studies Research, 46(4), 363-378.

Dewey, J. (1916). Democracy and Education. New York: Macmillan.

‏ Gallarday-Morales, S., Flores-Asencios, A., Padilla-Guzmán, M., López-Novoa, I., & Norabuena-Figueroa, E. (2019). Tutorial Action and the Development of the Competencies of the Democratic and Intercultural Citizenship Exercise. Journal of Educational Psychology-Propositos y Representaciones, 7(2), 468-478.

Ghasemi, M; Musapour, N, Haji Hosseininejad, Gh, Hosseinikhah, A .(2018). Designing a teacher training curriculum model based on the competence of intellectual action. Iranian Curriculum Studies Quarterly. Thirteenth year. Number fifty. pp. 72-45

Geboers, E., Geijsel, F., Admiraal, W., & Ten Dam, G. (2015). Citizenship orientations and knowledge in primary and secondary education. Social Psychology of Education, 18(4), 749-767.‏

Green, J. L.,Camilli, G., & Elmore, P. B.(Eds.). (2006). Handbook of complementary methods in education research .Routledge.

Gürkan, B., & DOĞANAY, A. (2020). Factors affecting citizenship education according to perceptions and experiences of secondary-school teachers. Turkish Journal of Education, 9(2), 106-133.

Haji Babaian Amiri, M .(2017). Moral education methods in the Islamic Republic of Iran. PhD Thesis. Payam Noor Center University of South Tehran.

Herati, Rabia .(2018). thinking process in the teaching process; Emphasizing Schwab's theory. National conference of new researches in science and technology. 16th period.

Homan, M. M. (2018). Democratic Engagement in Professional Practice: How Perceived Educator Engagement Affects Student Learning (Doctoral dissertation, Middle Tennessee State University).

Hoskins, B., & Crick, R. D. (2010). Competences for Learning to Learn and Active Citizenship: different currencies or two sides of the same coin? European Journal of education, 45(1), 121-137.

Jackson, L. (2008). Dialogic pedagogy for social justice : a critical examination . Studies in Philosophy and Education.27(2-3), 137-148.

Jónsson, Ó. P., & Garces Rodriguez, A. (2021). Educating democracy: Competences for a democratic culture. Education, citizenship and social justice, 16(1), 62-77.

Karakus, M. (2017). An Investigation of Students' Perceptions about Democratic School Climate and Sense of Community in School. Universal Journal of Educational Research, 5(5), 787-790.‏

Karam Afrooz, M., Shariatmadari, A., Saif Naraghi, M .(2011). Designing a citizenship education curriculum template for middle school students. Educational Management Research Quarterly. third year. The second number (consecutive 10).

Kolouh-Westin, Lidija. (2004). Education and Democracy in Bosnia and Herzegovina. International Journal of Educational Development, 24 (2004), 495-509.

Kumar, P. (2020). Need to acquire democratic competency by Teacher Educator in Global Scenario. Available at SSRN 3683468.

Leeman, Y., Nieveen, N., de Beer, F., & van der Steen, J. (2020). Teachers as curriculum-makers:The case of citizenship  education in Dutch schools. The Curriculum Journal, 31(3), 495–516. https://doi.org/10.1002/curj.21.

Lin, A. (2015). Citizenship education in American schools and its role in developing civic engagement: A review of the research. Educational Review, 67(1), 35-63.

Middleton, J. (2003). Citizenship toolkit Provides much needed support,URL: http. www.Enrich UK. Net news/ article/ 31.

Modiba, M., & Stewart, S. (2021). Democratising knowledge through action research: theoretical reflections and challenges in the field. Educational Action Research, 1-16.

Noula, I. (2018). Critical Thinking and Challenges for Education for Democratic Citizenship: an ethnographic study in primary schools in Greece. Educação & Realidade, 43, 865-886.

Pantic, N. (2017). An exploratory study of teacher agency for social justice. Theaching and Theacher Education, 66, 219-230.

Parker, P. (2003). Eroking the Spirit in Public Education.ED

Rapanta, C., Vrikki, M., & Evagorou, M. (2021). Preparing culturally literate citizens through dialogue and argumentation: rethinking citizenship education. The Curriculum Journal, 32(3), 475-494.

Razzaghi, M., Motaharinejad, H., Lasani, M .(2018). The role of school effectiveness in the development of students' citizenship competencies from the perspective of teachers. Sociology of Social Institutions, 5(11), 279-253.

Sadler, T. D. (2011). Socioscientific issues in science classrooms: Teaching, learning and research. Springer.

Saif, M .(2011). Investigating the role of hidden curriculum in educational policies from the perspective of critical approach. Master's thesis. Payam Noor University, center of Hamedan.

‏ Sang, G., Valcke, M., Tondeur, J., Zhu, C., & van Braak, J. (2012). Exploring the educational beliefs of primary education student teachers in the Chinese context. Asia Pacific Education Review, 13(3), 417-425.

Shahabi, S., Talai ,E ., Sajadi, M .(2022). Conceptual analysis of digital citizenship and the role of curriculum in digital citizenship education. Journal of Research in Curriculum Planning, 47(24), 1-22.

Shugurova, O. (2020). Co-Constructing a Learner-Centered, Democratic Syllabus with Teacher Candidates: A Poetic Rendering of Students' Meaning Making Experiences. ie: inquiry in education, 12(2), 3.

Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. M. (2016). Expanding approaches to teaching for diversity and justice in K-12 education: Fostering global citizenship across the content areas. Education Policy Analysis Archives, 24(59), n59.

Trujillo, T., Møller, J., Jensen, R., Kissell, R. E., & Larsen, E. (2021). Images of educational leadership: How principals make sense of democracy and social justice in two distinct policy contexts. Educational Administration Quarterly, 57(4), 536-569.

Torney-purta, J. & Wilkenfeld, B. (2009). Paths to 21^st-century competencies through civic education classrooms. Department of human development university of Maryland, 1-32.

Tosun, F. C. (2020). Democratic Faculty of Education for Democratic Education. Educational Administration: Theory and Practice, 26(3), 495-518.

 

Um, S. J. (2019).Politics of hybridity: Teaching for social justice in an era of standards-based reform. Teaching and Teacher Education, 81, 74-83.

Williamson, T. (2017). Listening to many voices: Enacting social justice literacy curriculum. Teaching and Teacher Education, 61, 104-114.

Yousefinejad Langroudi, Z., Ahmadi, P., Samadi, P. (2022). Analysis of teachers' experiences of the implemented sixth-grade elementary social studies curriculum in the field of citizenship education. Journal of Research in Curriculum Planning, 45(72) ,59-80.

Zahabion, Sh., Yoosefi,  A.,  Yar Mohammadian, MH .(2016) Analyzing the text books contents of the second grade sociology in high schools in regard to Citizenship Education Concepts. Journal of Research in Curriculum Planning, 23(50) ,136-147.

‏ Zhu, C., & Wang, D. (2014). Key competencies and characteristics for innovative teaching among secondary school teachers: a mixed-methods research. Asia Pacific Education Review, 15(2), 299-311.