Convergence of curriculum and teaching values of centers in Arequipa (Peru) and Alicante (Spain)

Author(s):

Marcos Garcia-Vidal(submitting)Salvador Peiró i Gregòri(presenting)Aymé Barreda Parra

Conference:

ECER 2015

Network:

11. Educational Improvement and Quality Assurance

Format:

Paper

Session Information

11 SES 11 A, Adults’ Training and Promotion of Values for Integrated Societies

Paper Session

Time:

2015-09-10

17:15-18:45

Room:

102.Oktatóterem [C]

Chair:

Ineta Luka

Contribution

As some research has explained, peaceful-coexistence is a problem in Europe (Peiró, 2012; EC,2014). Those cause schoolars’ problems (Salmivalli, 2014; USA, 2014).Some of the consequences of this situation are school violence and other conflicts that occur in the classroom (Debarbieux, & al.1999), because social jogs are incorporated into those (PD, 2014), with consequences ranging from the disorientation of learners to the generation or “urban violence” (Trong, 2000, 32). The problem is that the moral personality is molded between a wide range of agents (Osorio, 2008, 47), and often good coexistence will depend on whether the person has grown in contexts that has promoted values in an appropriate manner. So, the values education provided by school and family must be supplemented by other social agents (Perrenoud, 2000).

To counteract and prevent this negative influence, it should teach in educational values (Robb, 1998; Peiró, 1983). So, learning to live together (peaceful-coexistence) is a priority on education (Audigier, 2000, 16-17), but also taking into account human and citizen values, as well as the necessary skills to live them democratically (Marco -Stiefel, 2002, 27)

For researching, it is necessary to grasp by teachers that values are not only observed, but also implemented, leading to be assumed as valid by the learner: value judgments and behaviours (Peiró, 2013). This means we mustn’t just rely on imitation in order to assure they will be effectively internalized.

We count, regarding this fact, with some theoretical guidelines which relate teaching areas to axiological fields (Peiró, 1982-a), some integrative models (Ballester, 2007, 11-14) and even some global experiences for schools (Peiró, 1982-b). However, it should be noted that the whole process of teaching and learning values should never fall into the indoctrination of interested values by the teachers, far from the values in a school’s educational project (PEC). On the contrary, it must always follow the guidelines outlined by the PEC (Ballester, 2007). It’s important to specify clearly the values which help to define “the peaceful-coexistence into schools” (Peiró, 2012).

We have strengths that make it possible to investigate. Namely: To educate on values, concretely, in Perú, a multicultural and bilingual country, this is mainly in the subjects-values of religión and civic education (Ministry of Education,2014). On the other hand, Berrios and Buxarrais (2013) found that adolescents scarcely value faith and spirituality. An education of intercultural values is most effective when provided from a separate subject, instead of carrying it out in several subjects transversely (Tomé, Berrocal & Buendia, 2014).It is intended that the lessons learned in the classroom become part of the personal experience of the learner with the hope that he will be able, from there, to build his life plan (Touriñán, 2006). Families expect their teenage children will be valued by their responsibility and solidarity (Berrios & Buxarrais, 2013).

Such assumptions involve heuristic questions as: What priority values to counter the asociality ?, It’s appreciated values education for teachers ?, Match both states?

Method

The methodology used was quantitative supplemented by qualitative –phenomenology for concrete situations: N = 1 (Vázquez, 1981). So, that is a blended way. It consist: a) To is use the language’s analysis to study and documentation (scientific context) to make variables in order to have a consistent set of questions. b) The empirical for a descriptive-explanatory, surveying through specific questionnaires, calculating averages and “t” of Student to test the confidence. c) The use of phenomenology could be specifically used here with synthetic focus. Also, by the reasoning-phenomenology, it will make the discussion and elaboration of conclusions and proposals. We haven’t conducted sampling processes, because these issues are not welcome either by administration or by the teachers, because taken as a possible complaint of its effectiveness. Proceed according to chance, similarly as in other research problems (Polit & Humgler, 1995: 238). We used a case study as an in-depth research of a single individual, because all are social cultural processes (Hamel, J., Dufour, S., & Fortin, D., 1993).This case study involves an in-depth, longitudinal examination of both centres. As a result we may gain a sharpened understanding of why the instance happened as it did, and what might become important to look at more extensively in future research. Each session lend themselves to both generating and testing hypotheses. This research strategy investigates each school as a phenomenon within its real-life context (Lipka, 1991). The research was conducted between the universities of San Agustín in Arequipa (Perú) and the University of Alicante (Spain). The total number of participants amounted to a total of 119 teachers, from an initial sample of 160. 83.63% of them belong to various schools in the area of Arequipa (Secondary Education: laity, religious), and 24.54% to a secondary education institute in La Nucía (Alicante). To obtain the data, an Attitudes Scale questionnaire on human values was used. This instrument measures the values taken for granted bythe Educational Project(PEC). It contains28 items with five response alternatives (as well as their relation to curricular areas) assessed through a Likert scale ranged 1-5:Always should be required(5), should almost always be proposed(4), sometimes, in some subjects (3), Rarely, just in a subjectandfreely (2), should neverbe promotedat the center (1).

Expected Outcomes

The data are located between Lickert values (1-5) with scores above 3.5. All of them ranging between 4 (almost always) to 5 (always). The differences between the means obtained by the teachers of different specialties is not significant, all are above 3.5, except item19, referring to religiosity, which had a mean value of 3.29, and the big variability in responses (1.62 ),variance that can be explained by the different educational management of secular schools and religious schools. However, the highest arithmetic means (5.00) in 64% of the items come from the subject of religion. In general, the attitude towards training values is apositive one, being care (4.90), obedience (4.86), respect (4.84), and punctuality (4.83) the valueswiththe highest means.The value which gets the highest average in every item is respect, (4.49) and this is precisely an institutional value (Barreda& Gutiérrez, 2013). In this research they have answered that music and drama teachers (5.00) along with religion ones (4.67) are the teachers who most promote solidarity. Proposal recommendation to educate is not only to instruct, but to provide a meaning full experience that prepares pupils for his future lifeas citizens. Therefore, the school must work for the crystallization of values, being jointly responsible with the families and the whole society. Due to this reason it would be interesting, in future researches to study the involvement of families in schools, find out which are the most suitable models for the transmission of values in schools, and appreciate what do the Teachers in their classrooms in order to optimize human relationships.

References

Audigier, F. (2000). Basic concepts and core competencies for education for democratic citizenship. Council for cultural cooperation. Sw. Strasbourg: University of Geneva. Ballester, F. (2007). Educación en valores y mejora de la convivencia. (Doctoral dissertation). Retrieved from http://teleformacion.carm.es/moodle/file.php/3/EducacionValoresMejoraConvivencia.pdf Barreda, A. & Gutiérrez, A. (2013). Attitudes of the family toward the values of the curricular project in the educational institution.XXIII World Congress of Philosophy. University of Athens, Greek Philosophical Society & FISP, 55-56. Berríos, Ll. y Buxarrais, M. R. (2013). Educación en valores: análisis sobre las expectativas y los valores de los adolescentes. Educación y Educadores. 16(2), 244-264. Debarbieux, E. et alii (1999). La violence aumilieu scolaire. París: ESF. EC (2014 ). EU Children of Peace. Recuperado de http://ec.europa.eu/echo/en/what/humanitarian-aid/children-of-peace Hamel, J., Dufour, S., & Fortin, D. (1993). Case study methods. Newbury Park, CA: Sage. Lipka, J. (1991). Toward a Culturally Based Pedagogy: A Case Study of One Yup'ik Eskimo Teacher. American Anthropological Association. Marco-Stiefel, B. (Coord.). (2002). Educación para la ciudadanía. Madrid: Narcea. Ministerio de Educación del Perú. Dirección de Educación Secundaria. Ministry of Education. (2014). Recuperado de http://ebr.minedu.gob.pe/des/desindex.html Osorio, F. (2008). Violencia en las escuelas. Análisis de la subjetividad. Buenos Aires: Noveduc. PD (2014). Recuperado de http://www.tolerance.org/publication/classroom-culture Robb, (1998). What is values education and so what?. Recuperado de http://www.valueseducation.co.uk/articles/What-is-values-education-and-so-what.pdf Peiró, S. (1982-a). Valores para la educación. Valencia: AC de Maestros. Peiró, S. (1982-b). El ideario educativo. Axiología e interdisciplinaridad. Madrid: Narcea. Peiró, S. (1983). La educación en el aula escolar. Valencia: Nau-llibres. Peiró, S. (Coord.) (2012). Convivencia en educación: Problemas y soluciones. Perspectivas Europea y Latinoamericana. Alicante: Universidad de Alicante. Peiró, S. (Director) (2013). Los valores en la educación. Modelos, procedimientos y técnicas. Madrid: Dykinson. Perrenoud, P. (2000). Construire dès competences dès l‘école. Paris: ESE. Polit, D. F. & Humgler, B. P. (1995). Nursing Research: Principles and Methods. En J. B. Lippincott, Philadelphia. (1997). Investigación científica en ciencias de la salud; México, MaC-Graw-Hill. Salmivalli, C. (2014). Recuperado en http://www.oecd.org/edu/skills-beyond-school/33866604.pdf Tomé, M., Berrocal, E. & Buendía, L. (2014). Intercultural Values Education in Europe. A Comparative Analysus of Norwegian and Spanish Reality.Procedia – Social and Behavioral Sciences. (132), 441-446. doi:10.1016/j.sbspro.2014.04.334 Trong, B. (2000). Violences urbanaines.París: Bayard. Touriñán, J.M. (2006). Educación en valores y experiencia axiológica: el sentido patrimonial de la educación. Revista Española de Pedagogía, (234), 227-248. . USA (2014). Recuperado de http://www.nssc1.org/negative-effects-of-school-violence.html Vázquez, G. (1981) N = 1. Un nuevo paradigma de investigación pedagógica. Revista Española de Pedagogía, (39).

Author Information

Marcos Garcia-Vidal (submitting)

University of Alicante

Salvador Peiró i Gregòri (presenting)

University of Alicante, Spain

Aymé Barreda Parra

National University of San Agustin

Psychology

Arequipa

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