The Role of Collaborative Learning in the Education for Democratic Citizenship (Case of Georgia)

Autor/inn/en	Malazonia, David; Lobzhanidze, Sofiko; Maglakelidze, Shorena; Chiabrishvili, Nino; Giunashvili, Zakaria; Natsvlishvili, Natia
Titel	The Role of Collaborative Learning in the Education for Democratic Citizenship (Case of Georgia)
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2167299 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chiabrishvili, Nino)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2167299
Schlagwörter	Cooperative Learning; Democratic Values; Teaching Methods; Secondary School Students; Citizen Participation; Student Centered Learning; Teacher Attitudes; Student School Relationship; Learning Processes; Citizenship Education; Foreign Countries; Prosocial Behavior; Cultural Awareness; Prevention; Racism; Social Bias; Religion; Personal Autonomy; Self Management; Positive Attitudes; Georgia Republic + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; Schüler-Lehrer-Beziehung; Learning process; Lernprozess; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Cultural identity; Kulturelle Identität; Prävention; Vorbeugung; Rassismus; Individuelle Autonomie; Selbstmanagement
Abstract	Secondary schools of Georgia continue to be dominated by teacher-oriented models, which are insufficient to raise citizens who are active, informed and responsible. The process of multifaceted development of each student requires the use student-oriented pedagogy that focuses on developing the competencies for their active participation. The data collected from target group (374 teachers) by questionnaires were processed by statistical software package R. More than 120 variables were used in the study. The correlation matrix with polychoric correlation coefficients was used to select the variables participating in the analysis. The research revealed a positive correlation between the systematic, purposeful and confident application of the practice of collaborative teaching approach and strategies by Georgian school teachers and the development of civic competencies in students. Particularly, collaborative teaching reinforces in students: (1) affiliation to school, their integration and perception of themselves as members of the school community; (2) acceptance of different groups and cultures, respect for and observance of different views; (3) reduction of racism, chauvinism, and religious intolerance and development of a tolerant attitude; and (4) autonomy and self-organization, formation of a positive attitude towards the learning process. The collaborative learning process promotes both the democratic culture of the school and the social and civic competency of the students. (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