Literaturnachweis - Detailanzeige
| Autor/inn/en | Morales, Esteban; Gebre, Engida H. |
|---|---|
| Titel | Teachers' Understanding and Implementation of Peace Education in Colombia: The Case of "Cátedra de la Paz" |
| Quelle | In: Journal of Peace Education, 18 (2021) 2, S.209-230 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Morales, Esteban) ORCID (Gebre, Engida H.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1740-0201 |
| DOI | 10.1080/17400201.2021.1937085 |
| Schlagwörter | Foreign Countries; Teacher Attitudes; Peace; Teaching Methods; Citizenship Education; Conflict; Course Descriptions; Barriers; Faculty Development; Elementary Secondary Education; Colombia |
| Abstract | The longest internal conflict in Colombia was concluded in 2016, leading to the creation of "Cátedra de la Paz," a peace and citizenship education course required for all schools and grade levels. However, teachers' understanding of the course, their ways of implementation and the challenges they face remain unknown. This study examines teachers' understanding of "Cátedra de la Paz" and the challenges they face when implementing it. Data were collected from 45 teachers using qualitative survey, followed by semi-structured interviews with 10 selected participants. Results showed that a) teachers have more integrated views of the course compared to the guideline provided by the Ministry of National Education, and b) teachers face several challenges implementing the course. Findings provide insights about context-oriented learning design for peace education and highlight the need for professional development and relevant support for teachers in a way that considers their understanding and implementation of peace education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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