دور المناهج التربوية في ترسيخ قيمة المواطنة من وجهة نظر معلمي المرحلة الابتدائية

Abstract

This study was prompted by the question, "How do educational curricula contribute to the promotion of citizenship values from the perspective of elementary school teachers?" To answer this question and based on previous research, the following sub-questions were formulated: 1. How does the content of educational curricula contribute to the promotion of citizenship values according to elementary school teachers? 2. How do educational activities contribute to the promotion of citizenship values according to elementary school teachers? The aim of this study was to identify the role played by educational curricula in establishing citizenship values from the teachers' perspective, by: - Examining how the content of the curriculum contributes to the promotion of citizenship values among students. - Investigating how educational activities contribute to the promotion of citizenship values among students. To achieve the study's objectives, a questionnaire consisting of 24 statements was developed using a Likert scale. The questionnaire was distributed to a sample of 55 teachers from selected primary schools in the provinces of Biskra and Batna. A descriptive methodology was employed, allowing us to outline the steps of our field study and connect them with the theoretical aspect. Ultimately, this study aimed to analyze and interpret the field results to provide answers to the sub-questions and, consequently, address the main research question. The findings of this study are as follows: Characteristics of the study population: - The majority of the study participants belonged to the age group of 33 to 37 years. - The study sample predominantly consisted of females, with 14% being males. - Most teachers (24%) taught the third grade. - The majority of teachers (42%) had teaching experience ranging from 5 to 10 years. Citizenship values were found to be strongly present in the curriculum content, as indicated by an average score of 4.11. However, these values were addressed in a simplistic manner, as evidenced by the statement "The curriculum addresses citizenship values in a simplistic manner," which received a strong average score of 3.98. This suggests that while citizenship values are present, their treatment is overly simplistic, diminishing their significance in societal development. Educational activities were moderately present within the educational curriculum, leaning towards inadequacy, as indicated by an average score of 3.17. These activities exhibited both strengths and shortcomings, rendering them insufficient for promoting citizenship values, which are crucial in building communities. In conclusion, while citizenship values are present in the curriculum content, the educational activities designed to instill these values are weak, as indicated by an average score of 3.64.