Patriotism and National Education: Perceptions of trainee teachers in Singapore

Wang, John; Khoo, Angeline; Goh, Chor Boon; Tan, Steven; Gopinathan, Saravanan

doi:10.1080/02188790600607929

Cited by 13 publications

(8 citation statements)

References 11 publications

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“…The studies were conducted in Pakistan (Dean 2005), Singapore (Wang et al 2006), Hong Kong (Leung and Print 2002); China (Fairbrother 2004); and Hong Kong and China (Grossman 2004). It clearly appeared from such studies that teachers encounter difficulty in understanding and practicing CE.…”

Section: Citizenship In Teacher Education In Asian Contextsmentioning

confidence: 99%

“…Teachers are not fully aware of the meaning of citizenship (Dean, 2005). Their views of the importance of citizenship are influenced by how they understand it, their degree of patriotism (Wang et al 2006), and the kind of nationalism they think is important (Leung and Print 2002). As a result, teachers' CE practices tend to be knowledge transmission, in which the teacher is active and the students passive in the learning process.…”

Section: Citizenship In Teacher Education In Asian Contextsmentioning

confidence: 99%

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Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman

Al-Maamari

2021

Int. J. Human. Soc. Sci. Res.

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Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framework for developing citizenship education in the initial teacher education in Oman. This descriptive study highlighted the gap between the policy and practice in social studies teacher education. The international literature reveals that student teachers feel insufficiently prepared to develop citizenship and Omani student teachers are not exceptional. Thus, the present study proposed a framework to incorporate citizenship education in the current teachers' preparation programs. Furthermore, the study reveals the inadequate presence of the topic of citizenship in teacher education. Therefore, teachers' understanding of citizenship becomes shallow, which undoubtedly leads to superficial learning on the part of the students. Therefore, a framework was proposed to develop citizenship in teacher education. This framework consists of the rationale behind the change, the Layout of the ground for change in teacher education, the mechanisms of the change, and the areas of the change.

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Section: Citizenship In Teacher Education In Asian Contextsmentioning

confidence: 99%

Section: Citizenship In Teacher Education In Asian Contextsmentioning

confidence: 99%

Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman

Al-Maamari

2021

Int. J. Human. Soc. Sci. Res.

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“…In a study by Fairbrother (2003), it was also the criticality of Chinese and Hong Kong students’ patriotism that was of interest. Staub’s (2003) constructive and blind forms of patriotism have also been popular scales upon which teachers’ attitudes to patriotism have been measured (Wang et al , 2006; Tonga and Aksoy, 2014). These dichotomous categories are useful for measuring patriotism in teachers, but are limited, as teachers relate to their countries not only through critical engagement or dissent, but also by embracing cosmopolitanism, cultural plurality and equal participation in a community (Leung and Print, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

Postmodern patriotism: teachers’ perceptions of loyalty to Singapore

Chua

Sim

2017

AEDS

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Purpose The purpose of this paper is to explore humanities teachers’ perceptions of patriotism in Singapore by addressing two questions. First, what are teachers’ understandings of patriotism? Second, what are teachers’ attitudes toward patriotism as a quality of good citizenship? Design/methodology/approach The qualitative case study approach was used, with semi-structured interviews and classroom observations as data sources. The participants were four teachers from diverse backgrounds with distinct perceptions of patriotism. Data analysis methods included writing teacher profiles and thematic coding. Findings Teachers were generally positive toward patriotism and understood it in four ways: cosmopolitan, nationalistic, social-movement and person oriented. These themes were not mutually exclusive but distributed across the participants in varying extents. These findings show that patriotism is susceptible to individual meaning-making, and there are different scales and expressions of patriotism. Research limitations/implications The results from this small case study cannot be generalized. However, owing to globalization, it is likely that alternative ways of understanding patriotism might become more widespread and salient in citizenship education. Hence, the authors recommend that more studies be conducted on larger samples and using other methods. Originality/value This study goes in-depth into a case where teachers had positive feelings toward patriotism, and it draws on the context of Singapore to understand how and why this is so. It also revealed conceptions of patriotism that differ from the more common constructs in the educational literature, suggesting that people from post-colonial countries with different histories, might conceive of patriotism differently from others.

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“…Aynı zamanda siyasetçiler, sosyologlar ve eğitimciler arasında yurtseverliğin anlamı, tutumu, inançları ve davranışları ile demokratik toplumlarda yurtseverlik eğitimi yeniden tartışılır olmuştur (Westheimer, 2006). Bu nedenle, son 20 yıldır, farklı ülkelerde yurtseverliğin yeni anlamı (Archard, 1999;Bar-Tal, 1993;Beader, 2007;Caballero, 1999), yurtseverlik ve ulusal kimlik-çok kültürlülük (Gavriliuk & Malenkov, 2008;Hjerm, 2001;Janmaat & Mons, 2011), yurtseverlik tutumları (Huddy & Khatib, 2007;Karasawa, 2002;Li & Brewer, 2004;Martin, 2012)yurtseverlik ve vatandaşlık eğitimi (Ben-Porath, 2007;Changsong, 2013;Fitzgerald, 2011;Hand, 2011;Hoge, 2002;Janmaat & Mons, 2011;Osler, 2009;Wang, Khoo, Goh, Tan & Gopinathan, 2006;Waghid, 2009;Westheimer, 2006;Yuen & Byram, 2007) üzerine birçok yeni çalışma yapılmıştır. Ulusal ve küresel gelişmelerden etkilenen yurtseverliğin gelişimi ve eğitimi üzerine farklı toplumlarda yapılacak çalışmalar, etkili vatandaşların yetiştirilmesi ve daha iyi bir gelecek için önem taşımaktadır.…”

Section: Introductionunclassified

Bir Vatandaşlık Değeri Olarak Yurtseverlik: Sosyal Bilgiler Öğretmen Adaylarının Algısı

Ersoy¹,

Öztürk²

2015

İlköğretim Online

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ABSTRACT. Patriotism is one of the citizenship values that need to be taught in social studies. This study explored social studies teacher candidates' perceptions of patriotism and patriotic education. The study was conducted in phenomenology design and it included 15 social studies teacher candidates. Data were collected using semi-structured interviews and analyzed thematically. The study found that all the teacher candidates primarily associated patriotism with love, respect and commitment. Also, some of the participants regarded patriotism as fulfilling one's responsibilities while some others considered it as striving for human rights and democracy. In addition, the participants had a constructive and democratic perception of patriotism in general. The social studies teacher candidates' perception of patriotism is influenced by their families' and social environments' perception of patriotism and patriotism messages given by the educational system and media. Finally, the teacher candidates' perception of patriotism had a direct impact on their perspective on patriotic education. Keywords: Patriotism, Social studies, Citizenship education, Teacher candidates SUMMARYPurpose and significance: Patriotism is a citizenship value evolving with globalization. Teacher candidates' perceptions of patriotism are significant for citizenship education as a part of teaching social studies. This study aims to understand social studies teacher candidates' perception of patriotism. The results from this study might contribute to citizenship education within social studies. Methods:This study used phenomenological approach in qualitative research. A total of 15 social studies teacher candidates studying social studies education in their senior years participated in the study. Data were collected using semi-structured interviews and analyzed thematically. Findings:The results showed that all the teacher candidates primarily associated patriotism with love, respect and commitment. Also, some of the participants regarded patriotism as fulfilling one's responsibilities while some others considered it as striving for human rights and democracy. In addition, the participants generally had a constructive and democratic perception of patriotism. Some factors such as family, residential social environment, educational background, ethnicity and media were found to be effective in the development of the perception of patriotism in social studies teacher candidates. Finally, the teacher candidates' perception of patriotism had a direct impact on their perspective on patriotic education. Discussion:The majority of the teacher candidates stated that they had maintained a dogmatic perception of patriotism until their higher education, but their critical thinking skills and respect for diversity developed and they acquired a more inclusive and democratic perception of patriotism. However, this result should be expected to vary according to one's institution of higher education in higher education. In this sense, it is important to offer demo...

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Patriotism and National Education: Perceptions of trainee teachers in Singapore

Cited by 13 publications

References 11 publications

Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman

Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman

Postmodern patriotism: teachers’ perceptions of loyalty to Singapore

Bir Vatandaşlık Değeri Olarak Yurtseverlik: Sosyal Bilgiler Öğretmen Adaylarının Algısı

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