Suchergebnisse

Democratic education focuses on developing students using democratic principles and processes in the classroom. In this study, we aim to understand how self-identified democratic educators practice democratic education in public-school classrooms. Nine participants, teachers in K12 schools, were interviewed for this qualitative study. In investigating how public-school teachers implemented and sustained democratic education in their classrooms, six themes emerged—fostering relationships, empowering students, and teaching and using democratic skills, democratic educative structure, democratic teacher praxis, and obstacles.

Educational progress depends upon the quality of teachers. Unfortunately most of the persons whoenter teaching profession do not like their jobs at all. They are here because they could not be selectedfor any other profession, Hence, quite a number of rejected and dejected university degree holdersseek admission in training colleges and become teachers. Their inner-self never wanted to become ateacher. Many teachers take no pleasure in the teaching and simply pass their time. They do not careto set worthwhile goals before their pupils. They never care for what the students say about them. Theyare easy-going and do not take pains in discharging their duties. Today's education is concerned withthe development of whole personality of an individual. How can we leave our children in the hands ofthese half-hearted teachers?

This qualitative study investigates the ability of teachers that have completed their clinical experience—i.e., teacher preparation—in a school grounded in Deweyan theory to maintain a democratic practice. As such, the study focused on educators that were graduates of a school-university partnership program, known as CARE—Creating Active, Reflective Educators. Data were collected to address the following research question: "To what extent can former CARE students practice democratic education in their current public-school teaching environment?" Interviews conducted with current school teachers and leaders that were former CARE program students. Responses were audio-recorded and transcribed, then coded and organized into thematic units to report findings.