Teachers Experience of the Implementation of Values in Education in Schools: Mind the GapReport as inadecuate




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South African Journal of Education, v34 n1 Article 727 2014

In many societies violence, crime and intolerance have become an everyday reality. In this context teachers are responsible for facilitating values in education. The study aimed to investigate teachers' experiences of the implementation of values in education in classroom praxis. Constructivism was used as conceptual framework. Data were collected by means of interviews with 14 participants. The findings revealed that there was a gap between policy makers' intentions and teachers' perspectives. This gap related to the teachers' poor understanding of the concept "values in education", exacerbated by a lack of reflexivity about the issue; a failure to address the influence of teacher identity on values in education; a need for suitable training; a lack of knowledge on how to address practical challenges with values in education or how to consider the hidden curriculum, and how to use different strategies effectively to facilitate values in education. Our main conclusion is that education initiatives so far have had little impact on the implementation of values in education in selected schools. Recommendations for improvement are made.

Descriptors: Foreign Countries, Teaching Experience, Program Implementation, Values Education, Constructivism (Learning), Praxis, Semi Structured Interviews, Theory Practice Relationship, Hidden Curriculum, Educational Strategies, Knowledge Level, Developing Nations, Qualitative Research, Phenomenology

Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index





Author: Ferreira, C.; Schulze, S.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1007&id=EJ1136454



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