國立虎尾科技大學 |

A Phenomenological Study of the Lived Experiences of Social Studies Teachers : = Constructing Ideas about Democratic Citizenship and Teaching.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Phenomenological Study of the Lived Experiences of Social Studies Teachers :/
其他題名:	Constructing Ideas about Democratic Citizenship and Teaching.
作者:	Thapa, Om Kumar.
面頁冊數:	1 online resource (231 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369733860

A Phenomenological Study of the Lived Experiences of Social Studies Teachers : = Constructing Ideas about Democratic Citizenship and Teaching.
Thapa, Om Kumar.

A Phenomenological Study of the Lived Experiences of Social Studies Teachers :Constructing Ideas about Democratic Citizenship and Teaching. - 1 online resource (231 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--The University of Toledo, 2016.

Includes bibliographical references

The purpose of the study was to explore how social studies teachers conceptualized democracy, developed ideas about democratic citizenship, and implemented their perspectives and experiences into teaching. The study used phenomenological approach of qualitative research design. Six participants were selected using a convenient sampling method with data analyzed by Moustakas's transcendental approach. The participants conceptualized democracy as a political system, civic participation, and influence of government decision making. They developed ideas about democratic citizenship from multiple sources, such as family members, networking, citizenship projects, professional development training, political engagement, travel, and involvement in community services. Teachers implemented their perspectives utilizing experiential learning, incorporating student's ideas into teaching methods, and employing technology. This emphasized the need to learn continuously, to reflect on their teaching practices, to use multiple resources, and to participate in professional networking. Other findings that emerged included the educator's inadequate preparation of instructional strategies and student's apathetic responses to learn about the democratic process. This study reveals the need for educators, teachers, and policy makers to collaborate to develop instructional practices, incorporate experiential learning experiences, and improve social studies curricula to promote student engagement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369733860Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

A Phenomenological Study of the Lived Experiences of Social Studies Teachers : = Constructing Ideas about Democratic Citizenship and Teaching.
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504 $a Includes bibliographical references
520 $a The purpose of the study was to explore how social studies teachers conceptualized democracy, developed ideas about democratic citizenship, and implemented their perspectives and experiences into teaching. The study used phenomenological approach of qualitative research design. Six participants were selected using a convenient sampling method with data analyzed by Moustakas's transcendental approach. The participants conceptualized democracy as a political system, civic participation, and influence of government decision making. They developed ideas about democratic citizenship from multiple sources, such as family members, networking, citizenship projects, professional development training, political engagement, travel, and involvement in community services. Teachers implemented their perspectives utilizing experiential learning, incorporating student's ideas into teaching methods, and employing technology. This emphasized the need to learn continuously, to reflect on their teaching practices, to use multiple resources, and to participate in professional networking. Other findings that emerged included the educator's inadequate preparation of instructional strategies and student's apathetic responses to learn about the democratic process. This study reveals the need for educators, teachers, and policy makers to collaborate to develop instructional practices, incorporate experiential learning experiences, and improve social studies curricula to promote student engagement.
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