Moral conflicts in Iranian secondary schools

Hedayati, Nasibeh; Kuusisto, Elina; Gholami, Khalil; Tirri, Kirsi

doi:10.1080/13617672.2019.1618151

Cited by 14 publications

(8 citation statements)

References 26 publications

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“…Indeed, as the present participants viewed it, most Iranian schools do not have a formal policy to forbid physical punishment and violence. The results of a study entitled as “Moral conflicts in Iranian secondary schools” also showed that physical punishment is a common and acceptable disciplinary procedure in Iranian schools [ 21 ]. In this study, moral conflicts in Iranian secondary schools were examined based on essays and interviews with students and teachers.…”

Section: Discussionmentioning

confidence: 99%

Status of Iranian schools’ psycho-social environment: cultural adaptation and validation of the Persian version of the W.H.O profile to create Child-Friendly Schools

et al. 2022

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Background Creating an environment for emotional and social well-being is an important responsibility of Health-Promoting and Child-Friendly Schools. Thus, the present study aimed to assess cultural adaptation and validation of the Persian version of the Psycho-Social Environment (PSE) Profile. The second purpose of this study was to survey the psycho-social environment of schools among a local sample of Iranian school staff. Methods This study was conducted in two phases, including cultural adaptation and validation of a culturally adapted scale. The cultural adaptation process followed the procedure suggested by Beaton et al. Then, the culturally adapted scale was administered to a local sample of Iranian school staff including managers (21.9%), teachers (57.4%), support staff (4%), and other school staff (16.7%) in a cross-sectional study. The participants’ mean age was 39.98 ± 8.11 years and they were mostly female (62.8%). The psychometric properties of the culturally adapted version of the questionnaire were tested using a confirmatory factor analysis (n = 265), and a test of internal consistency. Finally, the status of schools’ psycho-social environment was assessed using descriptive and analytical statistics. Results Confirmatory factor analysis indicated an overall good fit for the 7-factor profile (χ2/df: 1.906, PNFI: 0.62, TLI: 0.78, CFI: 0.79, RMSE: 0.059). The test of internal consistency showed an acceptable reliability (α = 0. 98). Conclusions The Persian version of the PSE profile was culturally adapted for use in Iranian schools. Certainly, this culturally adapted version of PSE profile could be useful to determine the school psycho-social environment and to make any changes that can promote a friendly school climate for all participants, and to enhance learning and development.

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Section: Discussionmentioning

confidence: 99%

Status of Iranian schools’ psycho-social environment: cultural adaptation and validation of the Persian version of the W.H.O profile to create Child-Friendly Schools

et al. 2022

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“…Hashemi and Ghorbanalızadeh (2015) reported that the ideological values in the Iranian social studies textbooks focused mostly (50.81%) on the formation of national identity. This trend results in people developing an attitude, which warrants further research at different levels (Hedayati et al, 2017b(Hedayati et al, , 2019Shorehkandi and Aliasgari, 2017).…”

Section: Conclusion and Recommendationmentioning

confidence: 90%

Comparison of seventh-grade Turkish and Iranian social studies textbooks in terms of value education

Kaya¹

2019

Educ. Res. Rev.

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One of the objectives of comparative education research is to compare within a certain period of time educational systems that have developed in similar or different environments and processes. The aim of this qualitative study is to compare the value education in Turkish and Iranian seventh-grade social studies textbooks. Data were collected using document analysis. Results show that both books underscore the values of scientificity, sensitivity and responsibility. Unlike the Turkish social studies textbook, the Iranian social studies textbook addresses the religious aspects of those values as well. The Iranian social studies textbook also highlights the values 30% more than its Turkish counterpart. This article examining textbooks is limited to determining the placement of values; it is not intended to measure the effectiveness of textbooks in the formation of attitudes.

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“…Pandangan ini berpotensi saling bertentangan dan menciptakan konflik (Koc & Buzzelli, 2016). Dalam konteks sekolah, Ehrich et al dalam Hedayati (2019) menyebutkan bahwa guru sering mengalami konflik moral dalam proses pembelajaran. Konflik yang mengharuskan guru untuk tetap memmbuat keputusan yang benar, meskipun dalam situasi yang sering meragukan bagi guru Sebagai bagian implementasi kurikulum merdeka, pembelajaran berbasis proyek di PAUD telah banyak diminati dan dikaji.…”

Section: Pendahuluanunclassified

“…Lebih khusus lagi, belum ada penelitian pada topik konflik moral guru dalam kaitannya dengan pelaksanaan pembelajaran berbasis proyek. Penelitian-penelitian sebelumnya juga menyatakan bahwa, guru-guru belum disiapkan dengan baik untuk menyelesaikan konflik moral yang terjadi pada konteks sekolah (Hedayati et al, 2019). Sejauh ini, para peneliti di Indonesia menitikberatkan pada manfaat pembelajaran berbasis proyek bagi anak, misalnya untuk menumbuhkan sikap peduli (Suminar et al, 2022), keterampilan sosial (Mala & Hatiningsih, 2022), motorik halus (Sari, 2021), atau kemampuan kerjasama (Dewi et al, 2018).…”

Section: Pendahuluanunclassified

Konflik Moral Guru dalam Implementasi Pembelajaran Berbasis Proyek di PAUD

Jumiatmoko

Rasmani

Wahyuningsih

et al. 2023

J. Obs. J. Pendidik. Anak Usia Dini

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Konflik moral terjadi pada guru dalam melaksanakan pembelajaran berbasis proyek. Hal tersebut menghambat tercapainya proses dan hasil belajar yang optimal. Penelitian ini bertujuan mengidentifikasi komponen dan proporsi konflik moral dalam implementasi pembelajaran berbasis proyek. Konflik moral ini diidentifikasi dari guru PAUD yang telah melaksanakan pembelajaran berbasis proyek (N=31), dengan masa kerja 5-18 tahun (Mmasa kerja= 9,04 Tahun). Data dikumpulkan dengan Google Form selamat 7 (tujuh) hari. Data dianalisis dengan kualitatif Content Analysis dan kuantitatif deskriptif. Sesuai urutannya, hasil kategorisasi tema konflik moral ditemukan 4 (Empat) komponen yaitu: 1) terkait dengan Anak, 2) terkait dengan guru, 3) terkait dengan teknis, 4) terkait dengan orang tua. Setiap temuan dibahas secara teoretis terkait latar belakang guru berupa status guru penggerak, guru bersertifikasi, masa kerja, dan asal lembaga. Temuan ini mendorong advokasi secara moral dan material bagi guru dalam melaksanakan pembelajaran berbasis proyek pada konteks PAUD.

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Moral conflicts in Iranian secondary schools

Cited by 14 publications

References 26 publications

Status of Iranian schools’ psycho-social environment: cultural adaptation and validation of the Persian version of the W.H.O profile to create Child-Friendly Schools

Status of Iranian schools’ psycho-social environment: cultural adaptation and validation of the Persian version of the W.H.O profile to create Child-Friendly Schools

Comparison of seventh-grade Turkish and Iranian social studies textbooks in terms of value education

Konflik Moral Guru dalam Implementasi Pembelajaran Berbasis Proyek di PAUD

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