Teachers Learning Classroom Sociology and Social Justice in Primary Education: An Applied Research Project

Autor/inn/en	Tombak-Ilhan, Büsra; Alci, Bülent; Güven-Hastürk, Dilek
Titel	Teachers Learning Classroom Sociology and Social Justice in Primary Education: An Applied Research Project
Quelle	In: Journal of Teaching and Learning, 17 (2023) 1, S.31-51 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Educational Sociology; Classroom Environment; Social Justice; Well Being; Self Concept; Sense of Community; Elementary School Students; Faculty Development; Teacher Student Relationship; Classroom Techniques; Ethnography; Academic Achievement; Teaching Methods; Teacher Attitudes; Outcomes of Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Bildungssoziologie; Erziehungssoziologie; Klassenklima; Unterrichtsklima; Soziale Gerechtigkeit; Well-being; Wellness; Wohlbefinden; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Ethnografie; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lernleistung; Schulerfolg; Ausland; Türkei
Abstract	Classroom sociology is a powerful discipline that helps students develop a sense of identity, achieve success, and experience well-being while building a strong community in the classroom. Teachers who can see beneath the surface and are aware of classroom sociology create a better and more just learning environment for learners, especially in primary education. This study focuses on improving teachers' classroom sociology and social justice awareness. Researchers designed a four-week in-service classroom sociology program for primary school teachers. The program aimed to improve the teachers' awareness and behaviours in terms of classroom sociology and social justice. This applied research was conducted using an in-service program intervention with 12 primary school teacher participants. Data was collected from in-class observations, teacher ethnography notes, participant evaluations, and classroom observations. Initially, participants were more focused on academic performance and teaching routines and largely ignored the social context of the classroom. At the end of the study, teacher participants' awareness of classroom sociology and social justice increased, and both their attitudes towards their students and their teaching methods changed in a positive manner. (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01