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  3. Evaluation of the current and desirable state of citizenship education skills in the curriculum from the point of view of middle school teachers

Evaluation of the current and desirable state of citizenship education skills in the curriculum from the point of view of middle school teachers

Number of pages: 114 File Format: word File Code: 29978
Year: 2014 University Degree: Master's degree Category: Educational Sciences
Tags/Keywords: Faculty - Moral components - Professional ethics - student
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  • Summary of Evaluation of the current and desirable state of citizenship education skills in the curriculum from the point of view of middle school teachers

    Dissertation for Master's degree (M.A)

    Trend: curriculum planning

    Dissertation abstract (including summary, objectives, implementation methods and results obtained):

    The present study seeks to examine the components of professors' professional ethics. Since educational environments, especially universities, play an important role in the education of people and the growth and development of society, the necessity of observing the professional ethics of academic staff is It is double because of the great impact on the students who will take over the administration of the country's affairs in different dimensions. The research method is descriptive and in the form of contextualization. The statistical population includes all senior students, faculty members, and managers of the Faculty of Humanities of Gilan University, who were selected as the research sample using the Karjesi and Morgan formula, out of the 308 senior students of the Faculty of Humanities, 171, out of the 84 full-time faculty members, 69, and due to the small number of group managers, all 12 group managers were selected as the research sample. The data collection tool was a researcher-made questionnaire, the validity of which was confirmed by 30 experts. The test has been determined with a scientific Cronbach's alpha coefficient of 91.8. In the analysis of the data obtained from the research tool from descriptive statistics and inferential statistics tests, spss16 software (Kruskal-Wallis test and Friedman test) was used. The results showed that the professional ethics of professors from the point of view of all 3 groups, in the 4 main components of professor-student relationship, professor-university relationship, professor-self relationship and professor-society relationship. It is very important. And 5 of the 35 sub-components that have the highest average percentage and agreement among the 3 groups are: maintaining politeness and decency in the classroom. Observance of fairness and justice in teaching, evaluation and grading, having an educational program for effective teaching, having a spirit of accepting criticism and observing the norms of society and the duties of citizenship as a cultural and academic individual and.

    The results obtained in this research are largely consistent with the results of the research of Moray et al. The solution for choosing and improving the components of professional ethics is to try to prepare and formulate an ethical charter in universities with the help of officials and experts and to institutionalize this in universities. Keywords: professional ethics, ethical components, academic staff, students 1 Statement of the problem: According to Prior [2] (2001), citizenship education [1] according to Prior [2] (2001) consists of verbal, graphical or Image, principles, assumptions and frameworks that specialists consider necessary for citizenship education (Qaidi, 2015). The concept of citizenship education is a general concept that is dependent on cultural, social, political and technical studies in society and it can be applied to teaching ways of living with each other specifically in a society and in general in the world community (Aghazadeh, 2015). Today, the importance of the issue of citizenship is so much that it is in many existing literatures written in the first years of the millennium. Third, special emphasis has been placed on it. For example, the World Conservation Union has used the term "education for sustainable living" which has introduced the category of citizenship as one of the most important dimensions and complementary to other dimensions. The United Nations also called 2005-2014 the decade of education for sustainable development and the purpose of this action is to promote education as a basis for a more stable human society and to integrate sustainable development into the education system (Niknami and Madanlu, 2017).

    Citizenship and citizenship education from different philosophical, political, social, economic, educational perspectives. is considered. From a social point of view, participation in social trends brings social unity, justice and strengthening of human rights and self-governance. From an economic point of view, creating professional qualifications in people is important because they play an important role in increasing productivity, training skilled workforce and creating a suitable environment for innovation in a competitive world (Mahmoudi, 2018). According to Roach [3] (2002) and Grossman [4] (2000), citizenship has a direct relationship with political, social, cultural and economic identity. From the point of view of UNESCO (2010), citizenship education for teenagers is based on factors such as familiarizing them with citizenship skills through membership in non-governmental associations, understanding cultural differences, and respect for other cultures, and from the point of view of Demain [5] (2000), the paradigm of citizenship includes concepts such as civil, political, social rights and citizenship obligations.From the point of view of UNESCO (2010), citizenship education for teenagers is based on factors such as familiarizing them with citizenship skills through membership in non-governmental associations, understanding cultural differences, and respect for other cultures, and from the point of view of Demain [5] (2000), the citizenship paradigm includes concepts such as civil, political, social rights and citizenship obligations. Naqibzadeh (1376) states that John Locke considers the task of education to socialize people, or Durkheim considers the function of social education to be the methodical socialization of the young generation.

    Citizenship education is one of the fields that has been given more attention in the curriculum of most countries in recent years than before. Lotfabadi (2005) believes that citizenship education is an integral part of the curriculum. Citizenship education is a very historical concept that has been considered by great thinkers such as Plato and Aristotle since the ancient Greek period, and attention to it has reached such a level today that not only legal status, citizenship rights are demanded without any restrictions, but also the concept of citizenship education is considered a multi-dimensional concept.

    Today, citizenship education and training is presented in the form of educational content in most countries, and middle school students due to the age of puberty and special crises of this Course, comparing one's differences with others, desire for independence and exploring the environment and desire for participation and friendship, participation in groups and bonding with friends require their own special training (Safi, 2011). Arthur [6], Davison [7] and Steve [8] (2002) believe that citizenship education should emphasize the special needs of students, society, national, and general.

    Holden's research5 (1999) shows that students between the ages of 11 and 14 are increasingly sensitive to issues and topics such as cultural diversity, environmental pollution, and gender issues, and the presence of expert teachers can help this tendency. to carry out learning with logical guidance and guidance. Niknami and Madanlu (2007) found that in the areas of social and political behavior with legality and legality, national religious behavior and the environmental area, the main areas of citizenship are included in middle school. Criticism of issues are called as components of citizenship culture for middle school students.

    Given the importance and position of citizenship education that most experts in the field of education and researches acknowledge, and the importance of the adolescent period, it seems necessary to examine the educational guidance curriculum in this field, therefore, the present research seeks to find an answer to the question of whether there is a difference between the current and desirable educational middle school curriculum in the citizenship education of students from the teachers' point of view? 

    1-2- The importance of the research topic and the motivation for choosing it

         The institution of education, as the most effective institution in socializing people, plays an important role that the wrong performance of this institution will have a direct impact on other institutions of society. If schools do not perform the function of socializing people properly, they will deliver people to the society who will not only not be a conscientious citizen for the society, but also will not be aware of their duties as parents in the future and will cause social disorder. The education and training system of the country, in its official and unofficial forms, is faced with citizenship education as its most central and fundamental mission. In fact, the purpose of forming the country's education system is to prepare citizens to enter social, economic (professional), political and cultural life. Therefore, it can be concluded that civil society basically needs active citizens in accordance with its cultural and sports characteristics, and therefore it provides the necessary facilities and justification for the formation and development of the education system. (Fathi, 1382)

    Etzioni [9] (1998) showed that citizenship education is of great importance and states that children should be educated in such a way that they participate in the society, people who not only have the values ??praised by the society but also can show an effective effort in order to improve and promote the society's culture. It is in the shadow of this perception that according to the great teachers of education, school is not only a place to prepare for life, but in fact it is a place to practice life and experience its different fields, school is a place to learn the rights and responsibilities of citizenship.

  • Contents & References of Evaluation of the current and desirable state of citizenship education skills in the curriculum from the point of view of middle school teachers

    List:

     

    Table of Contents

    Title

    Abstract 2

    Chapter One: General Research

    1-1 statement of the problem 4

    1-2- The importance of the research topic and the motivation for choosing it. 6

    1-3- research goals (general and partial) 8

    1-3-1- general goal. 8

    1-3-2- Minor goals. 8

    1-4- Research questions or hypotheses (expressing the relationships between the studied variables) 9

    1-5- Variables (conceptual and operational definitions) 10

    1-5-1-Theoretical definitions. 10

    1-5-2- operational definitions. 11

    Chapter Two: Theoretical and Research Background

    2-1- Theoretical and Research Basics. 13

    2-1-1- Introduction 13

    2-2- Concept of citizen and citizenship. 14

    2-3- Citizenship education as a social reality. 18

    2-4- Citizenship education as a political reality. 21

    2-5- Citizenship education as a cultural reality. 23

    2-6- Citizenship education as an educational reality. 24

    2-8- Citizenship education. 32

    2-9- The implications of dealing with citizenship education. 36

    2-10- Elements of citizenship education curriculum. 38

    2-11- Levels and dimensions of citizenship. 40

    2-11-1- Personal dimension. 41

    2-11-2-Social dimension. 42

    2-11-3-spatial dimension. 42

    2-11-4-time dimension. 43

    2-12- Institution of education and citizenship training. 46

    2-13- Objectives of citizenship education. 49

    2-14- Approaches to organizing the content of citizenship education curriculum. 52

    2-15- Teaching and learning methods suitable for citizenship education. 54

    2-16- The course of evolution in the middle school curriculum of Iran. 56

    2-17- Objectives of the middle school course. 58

    2-18- Domestic and foreign researches. 59

    2-19- Conclusion. 64

    Chapter 3: Methodology

    3-1- Introduction 68

    3-2- Method (statistical population, sample and sampling method) 68

    3-3- Information gathering tool. 69

    3-4- Questionnaire scoring method 70

    3-5- Data analysis method 71

    Chapter four: Data analysis

    4- Introduction 73

    4-1- Descriptive findings. 73

    4-2- Inferential findings. 78

    4-2-1- Is there a difference between the current and desired skills of the social aspect of citizenship education in the middle school curriculum (first high school) from the teachers' point of view? 78

    4-2-2- Is there a difference between the current and desired skills of the individual dimension of citizenship education in the curriculum of middle school (first high school) from the teachers' point of view? 79

    4-2-3- Is there a difference between the current and desired skills of the cultural dimension of citizenship education in the middle school curriculum (first high school) from the teachers' point of view? 80

    4-2-4- Is there a difference between the current and desired skills of the economic dimension of citizenship education in the curriculum of middle school (1st high school) from the teachers' point of view? 81

    4-2-5- Is there a difference between the current and the desired situation of the required skills of the political dimension of citizenship education in the curriculum of middle school (first high school) from the teachers' point of view? 82

    4-2-6 Is there a significant difference between the current and desired conditions of the five skills required for citizenship education in the middle school (first secondary) curriculum from the point of view of teachers of different fields (humanities and non-humanities)? 83

    Chapter Five: Discussion and Conclusion

    5-1: Introduction 85

    5-2: Descriptive review of the research. 85

    5-3: Examining research questions. 85

    5-3-1: Is there a difference between the current and desired skills of the social dimension of citizenship education in the middle school curriculum (first high school) from the teachers' point of view? 85

    5-3-2: Is there a difference between the current and the desired situation of the skills needed in the individual dimension of citizenship education in the middle school curriculum (first high school) from the teachers' point of view? 86

    5-3-3: Is there a difference between the current and desired skills of the cultural aspect of citizenship education in the middle school curriculum (first high school) from the teachers' point of view? 87

    5-3-4: Is there a difference between the current situation and the desired skills needed for the economic dimension of citizenship education in the middle school curriculum (first high school) from the teachers' point of view? 87

    5-3-5: Is between the current situation and the desired skills85

    5-3-1: Is there a difference between the current and desired skills of the social dimension of citizenship education in the middle school curriculum (first high school) from the teachers' point of view? 85

    5-3-2: Is there a difference between the current and desired skills of the individual dimension of citizenship education in the middle school curriculum (first high school) from the teachers' point of view? 86

    5-3-3: Is there a difference between the current and desired skills of the cultural aspect of citizenship education in the middle school curriculum (first high school) from the teachers' point of view? 87

    5-3-4: Is there a difference between the current situation and the desired skills needed for the economic dimension of citizenship education in the middle school curriculum (first high school) from the teachers' point of view? 87

    5-3-5: Is there a difference between the current situation and the desired skills needed for the political dimension of citizenship education in the middle school curriculum (first high school) from the teachers' point of view? 88

    5-3-6: Is there a difference between the current and desired state of the five skills of citizenship education in the curriculum of the middle school (first high school) from the point of view of teachers according to their field of study? 89

    5-4: Limitations and research proposals (research and applied) 91

    5-4-1: Limitations 91

    5-4-2: Research proposals. 91

    5-4-3: Practical suggestions. 92

    Appendices: questionnaire tables 93

    Persian sources. 96

    Source:

     

    Persian sources:          

            Esfandiari, Turan. (1382). Identification of life skills needed by adults from the point of view of education and training experts, theoretical middle school curriculum planning experts and students of the theoretical branch of public adult high schools in Tehran, master's thesis in the field of curriculum planning, Shahid Beheshti University, Faculty of Psychology and Sciences. Education.

    Islami, Masoumeh and Fathi Vajargah, Koresh. (1387). Investigating the amount of attention paid to peace education in the primary school curriculum from the perspective of experts, experts and teachers of primary school in Tehran, Educational Innovations Quarterly, No. 25. Ashtiani, Maleeha et al. (1385). Including citizenship values ??in the curriculum for teaching in primary school, Educational Innovation Quarterly, No. 17, 67-92.

    Aghazadeh, Ahmed. (1385). The principles and rules governing citizenship education and the review of the evolution of the characteristics of this type of education in Japan, educational innovations quarterly, number 17. fifth year, pp. 45-66.

    Bayat, Khalilullah. (2006). The course of emergence, transformation and codification of citizenship rights during the constitutional period. Master's thesis. Shahid Beheshti University. Faculty of Literature and Human Sciences

    Tosali-Nejati Hosseini, Gholamabas-Mahmoud. (1383). "The social reality of citizenship in Iran" Journal of the Iranian Sociological Association, fifth volume number 2, pp. 32-60.

    Hakimzadeh, Rezvan; Kyamanesh, Alireza; Attaran, Mohammad. (1386). Analysis of the content of middle school textbooks according to the issues and topics of the world day in the field of curriculum. Curriculum Studies Quarterly, second year, number 5, pp. 27-54. Diba, Talat. (1381). Investigating the characteristics of a good citizen for Iranian society and the degree of adaptation of school curricula to these characteristics. Master's Thesis, Islamic Azad University, Tehran Science and Research Unit.

    Sepiani, Abdolreza, Saadatmand, Zohra and Karimi, Fariba. (1386). Methods of familiarizing Fereydounshahr secondary school students with citizenship rights. Knowledge and Research Quarterly in Educational Sciences, number 15, pp. 94-83. Seif Naraghi, Maryam; Naderi, Ezzatullah; Shariatmadari, Ali and Hosseini Mehr, Ali. (1389). A comparative study of the opinions of experts and teachers of Qazvin city regarding the shortcomings of citizenship education in the middle school curriculum. Quarterly New Approach in Educational Management, first year, number 3, pp. 56-29. Sharapour, Mahmoud. (1386). "Sociology of Education" Tehran, Somit Publishing.

    Shah Talabi, Badri; Qolizadeh, Azar; Sharifi, Saeed. (1389). Compilation of the components of citizenship culture in the fields of national and global identity for middle school students. Educational Leadership and Management Quarterly of Islamic Azad University, Garmsar branch, fourth year, number 2, pp. 73-96.

    Shkohi, Gholamhossein. (2006). Basics and principles of education. Mashhad, Astan Quds Razavi Publishing House. Sharbatian, Mohammad Hassan. (1387). "Thinking on the basics of citizenship culture and providing solutions for its expansion", Southern Khorasan Culture-Research Quarterly, No. 9, 8, 2nd and 3rd year, summer and autumn, pp. 119-154.

    Sharfi, Mohammad Reza and Tahirpour, Mohammad Sharif (2007). The role of educational institutions in citizenship education. Cultural Engineering Monthly, second year, numbers 16 and 17. April and May 1387.

    Shariatmadari, Ali. (1385). Principles and philosophy of education. Tehran, Amir Kabir Publications

    Shamshiri, Babak; and Noushadi, Mahmoudreza. (1386). Examining the level of Persian, history and social textbooks of the middle school course of national identity components. Curriculum Studies Quarterly, No. 6, 51-78.

    Safi, Ahmed. (1371). Elementary education, academic and secondary guidance, Tehran, Foreign Affairs Printing and Publishing Center.

    Safi, Ahmed. (1373). The course of evolution in the curriculum of middle school courses in Iran. Education Quarterly, No. 37, 11-29.

Evaluation of the current and desirable state of citizenship education skills in the curriculum from the point of view of middle school teachers
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