Assessing Democratic Classroom Practices among Secondary School Civic Education Teachers in the Global South: Case Study of South East Nigeria

Autor/inn/en	Biamba, Cresantus N.; Chidimma, Obioha N.; Chinwe, Ogunji V.; Kelechi, Mezieobi C.; Chinyere, Nwajiuba A.
Titel	Assessing Democratic Classroom Practices among Secondary School Civic Education Teachers in the Global South: Case Study of South East Nigeria
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1896425 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biamba, Cresantus N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1896425
Schlagwörter	Foreign Countries; Class Activities; Classroom Techniques; Democracy; Civics; Teaching Methods; Citizenship Education; Secondary School Teachers; Best Practices; Freedom; Cooperative Learning; Equal Education; Decision Making; Classroom Communication; Teacher Attitudes; Student Attitudes; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Klassenführung; Demokratie; Staatsbürgerkunde; Teaching method; Lehrmethode; Unterrichtsmethode; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Freiheit; Kooperatives Lernen; Decision-making; Entscheidungsfindung; Klassengespräch; Lehrerverhalten; Schülerverhalten
Abstract	Democratic classroom practices are all strategies adopted by classroom teachers to actively engage students in the learning processes. Considerable literature assessing influence of Civic Education on youths' active participation in a democratic society exists. Not much have reported an empirically conducted study on classroom best practices adopted by Civic Education teachers in the Global South. This paper examines classroom democratization by Civic Education teachers in South East Nigeria, students' and teachers' perceptions of democratic classroom, and challenges confronting classroom democratization. Focus Group Discussion and Democratic classroom questionnaire were used to elicit information from 151 civic education teachers and 1400 senior secondary school one (SS1) students. Findings revealed that Civic Education teachers in South East Nigeria adopted democratic classroom practices marginally. Recommendation includes more adoption of democratic classroom best practices for development of students' critical thinking abilities, preparing them to become participatory in their civic duties and reducing crimes among today's youths. (As Provided).
Anmerkungen	Cogent OA. 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